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Table of Contents Message from the Chairperson ............. 1 About OUHK, RIBiLT.... 2 About 2018 ICBLT

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Message from the Chairperson ........……………………………..... About OUHK, RIBiLT…………………………………………....… About 2018 ICBLT ………………………………………………... ... Organising Committee……………………………………………… Programme Committee ………………… …………… .……… .… . Conference Schedule………………………………………………… Conference Venue………………………………………………..… .. Parallel Session Schedule…………………………………………….. Keynote Speakers…………………………………………………….. Abstracts of Papers………………………………………………….... Authors’ Information………………………………………………. 1 2 3 4 4 6 7 9 17 22 57

Tie organisers reserve the right to amend the programme as and when necessary

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Message from the Chairperson

Research Institute for Bilingual Learning and Teaching (RI- BiLT) under the School of Education and Languages (E&L) of Tie Open University of Hong Kong (OUHK) is excited to present 2018 International Conference on Bilingual Learning and Teaching (2018 ICBLT), its milestone international event. In 2016, RIBiLT was established with the IDS grant from the Research Grants Council (RGC) to facilitate academic stafg to develop research ideas and practices on language education. Since then, the institute has been providing support to academics, organising research seminars and workshops, and promoting the study of various topics in the fjelds of bilingualism and language education. In this Conference, we are delighted to have fjve Distinguished Professors – Professor Lau- rence Anthony from Waseda University; Professor Becky Xi Chen from the University of To- ronto; Professor Liah Greenfeld from Boston University; Professor Jeannette Littlemore from the University of Birmingham and Professor Zhu Hua from Birkbeck College, University of London, to give keynote speeches on areas of their expertise. We are immensely grateful for the strong support from the Organising Committee and Pro- gramme Committee, both of which have put tremendous efgort into the preparation for the

conference. I would also like to thank all paper presenters for choosing this event to present

their studies and exchange invaluable knowledge. We are encouraged by the enthusiastic responses. With over 100 abstract submissions, we are able to schedule difgerent sessions to cover a number of subthemes. As many papers of substantial quality have been received, Same major pub- lishing houses have expressed initial interest in commissioning publication from the papers presented at the conference. Selected papers will be recommended for publication through various channels. It is my great pleasure to welcome you to 2018 ICBLT. I hope that the event will be the fjrst of many more to come.

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Tie Open University of Hong Kong (OUHK) was established in

1989. It is the fjrst self-fjnancing university established by the Hong

Kong SAR Government. Being one of the fjve schools of the OUHK, the School of Education and Languages (E&L) ofgers a wide range

f programmes in education and languages and has been playing

an important role in initial teacher education, professional development of teachers in Hong Kong and enhancing the language profjciency of students in the OUHK. Tie School ofgers three streams of programmes ranging from the sub-degree level to the doctoral level. Tie education stream ofgers programmes in Early Childhood Educa- tion and the double degree of Bachelor in English Language Studies and English Language Teaching whereas the language streams provide two single degree programmes, one in English Language Stud- ies and the other in Applied Chinese Language Studies.

About OUHK

Research Institute for Bilingual Learning and Teaching (RIBiLT) is set up by the School of Education and Languages (E&L) of Tie Open University of Hong Kong (OUHK) in January 2016, with the Institutional Development Scheme (IDS) funding from the Research Grants Council (RGC). RIBiLT intends to extend the research capability of academics in the discipline of bilingual learning and teaching to facilitate research outputs in the fjeld. Tirough sending academic stafg to key overseas institutions with proven related research track re- cords for academic exchange, the relevant academic stafg will be exposed to state-of-the-art research activities. Tiis aims to enhance their capability to generate key research topics related to the unique bi-literate and trilingual situation as well as relevant pedagogic issues in Hong Kong.

About RIBiLT

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About ICBLT 2018

Background

2018 International Conference on Bilingual Learning and Teaching is a conference substantially funded by a grant from the Research Grants Council of the Hong Kong Spe- cial Administrative Region, China (UGC/IDS16/15). Tie conference is

rganised

by Research Insti- tute for Bilingual Learning and Teaching (RIBiLT)

f the School of Education and Languages (E&L)
f the Open University of Hong Kong (OUHK).

Aims And Scope

Tie conference aims to bring together researchers, practitioners, and educators with interests in bilingual learning and teaching at all levels from all around the world. It also aims to provide a high quality academic platform for the communities of EFL/ESL/ELT and the al- lied sciences to promote connections between theory and practice, and explore difgerent perspectives on the application of research fjndings into difgerent practices. It aims to create a friendly

ccasion

for all to share perspectives and research fjndings from a wide variety of educational contexts. Above all, we value possible friendships and partnerships made and insights gained at the conference. We hope the participation here can lead to better understanding and appreciation of our profession from an international stance.

Conference main themes

Bilingual Learning and Teaching
Bilingualism and Multilingualism
Cognitive Linguistics
Corpus Linguistics
Discourse Analysis
ICT in Language Education
Intercultural Communication
Language Acquisition
Language and Philosophy
Language Assessment
Language, Culture and Identity
Language Pedagogy
Language Policy
Phonetics and Phonology
Psycholinguistics
Semantics and Pragmatics
Syntax and Morphology
Translation and Interpreting
World Englishes

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“We value possible friendships and partnerships made and insights gained at the conference. ”

Organising Committee

Members

Dr. Lam Man Fong Cindy
Prof. Lee Fong King Cynthia
Dr. Leung Chung Hong Danny
Ms. Luk Ngan Yuk Gladys
Dr. Tang Ko Wai William
Dr. Tang Kwong Wai Tiomas
Prof. Yang Ruowei Robin
Dr. Cheung Kwok Wah

Chairperson

Programme Committee

Chairperson

Prof. Yang Ruowei Robin Tie Open University of Hong Kong

Members

Dr. Chan Y.H. Jim
Dr. Chan Chi Wai
Dr. Chan Kar Yue Kelly
Dr. Chan S.Y. Simon
Dr. Chen Siu Ling Eve
Dr. Cheung Kwok Wah
Dr. Alice Chik
Dr. Chin Fong
Dr. Chow Mei Yung Vanliza
Dr. Chu Yuk Wo Edward
Dr. Fok Wai Kei Pretor
Dr. Ge Haoyan
Dr. Gary Harfjtt
Dr. Ho Eric
Dr. Ho Nga Man Janet
Professor. A. Reza Hoshmand

Tie University of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Tie University of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Macquarie University Community College of City University Tie Open University of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Tie Chinese University of Hong Kong Tie University of Hong Kong Tie Hong Kong Polytechnic University Lingnan University Hong Kong Baptist University

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Mr. Kwok Yan Shing Henry
Dr. Lam Man Fong Cindy
Dr. Lao Kam Ling Polly
Dr. Lee Chi Wai Patrick
Dr. Sherman Lee
Dr. Leung Chung Hong Danny
Dr. Leung Kit Ying Suzannie
Dr. Leung Ming Ming Grace
Mr. Li Ka Leung Emil
Dr. Li Sum Hung Eden
Dr. Li Yongyan
Dr. Liu Yiqi April
Dr. Lo Yuen Yi
Ms. Luk Ngan Yuk Gladys
Dr. Ma Hin Tse
Dr. Mak Wing Wah Pauline
Dr. Poon Wing Kin Vinton

Professor Bridie Raban

Dr. Shu Chi Yee Jack
Dr. Nektarios Stellakis
Mr. Raymond Tam
Dr. Tang Ko Wai William
Dr. Tang Kwong Wai Tiomas
Mr. Wang Tianchong

Ms Wong Sin Pui Cynthia

Dr. Wong Ming Sin Jessie
Ms. Wong Wai Ling Helen
Dr. Yam Pui Suen Josephine
Dr. Yang Ruoxiao
Dr. Yeung Wai Ching Susanna
Dr. Yung Faye Dorcas
Dr. Yung Wai Ho Kevin

Tie Open University of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Caritas Institute of Higher Education Hong Kong Shue Yan University Tie Open University of Hong Kong Tie Open University of Hong Kong Hong Kong Shue Yan University Technological and Higher Education Institute of Hong Kong Tie Open University of Hong Kong Tie University of Hong Kong Tie Open University of Hong Kong Tie University of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Tie Education University of Hong Kong Hong Kong Baptist University University of Melbourne Tie Open University of Hong Kong University of Patras Tie Open University of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Tie Chinese University of Hong Kong Technological and Higher Education Institute of Hong Kong Tie Open University of Hong Kong Tie Open University of Hong Kong Hong Kong Shue Yan University Hong Kong Shue Yan University Tie Open University of Hong Kong Tie Open University of Hong Kong Education University of Hong Kong

Members(Continued)

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Conference Schedule

Day 1: 25 October 2018(Tiursday) Time

Event Venue 12:00 - 13:00 Registration D0309 13:00 - 13:30 Opening Ceremony D0309 13:30 - 14:30 Keynote Session 1 Professor Zhu Hua D0309 14:40 - 15:10 Cofgee Break D0820 15:10 - 17:00 Paper Sessions 1- 6 (Parallel) D0708 - D0710, D0719, D0809, D0818

Day 2: 26 October 2018(Friday)

Time Event

Venue

09:30 - 10:00 Registration D0309 10:00 - 11:00 Keynote Session 2 Professor Liah Greenfeld D0309 11:10 - 12:40 Paper Sessions 7-12 (Parallel) D0708 - D0710, D0719, D0720, D0819 12:45 - 13:30 Lunch 3F, Block D 13:30 - 14:30 Keynote Session 3 Professor Laurence Anthony D0309 14:45 - 16:15 Paper Sessions 13-18 (Parallel) D0708 - D0710, D0719, D0720, D0819 16:15 - 16:45 Cofgee Break D0820 16:45 - 17:45 Keynote Session 3 Professor Becky Xi Chen D0309

Day 3: 27 October 2018(Saturday) Time Event Venue

09:00 - 09:30 Registration D0309 09:30 - 11:00 Paper Sessions 19 - 23 (Parallel) D0708 - D0710, D0718, D0720 11:00 - 11:30 Cofgee Break D0820 (Break Room) 11:30 - 12:30 Keynote Session 5 Professor Jeannette Littlemore D0309 12:30 - 13:00 Closing Ceremony D0309

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About Conference Venue

Tie conference will be held at: Tie Open University of Hong Kong(Jockey Club Campus) 81 Chung Hau St, Ho Man Tin, Hong Kong

Conference Venue

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Tie Opening and Closing Ceremonies and Keynote speeches- Lu Sin Lecture Tieratre, Block D, Jockey Club Campus

D309, Lu Sin Lecture Tieratre, Block Open area for lunch Entrance for Block D, G/F

火警及緊急逃生路線 Fire & Emergency Escape Route 閣下在此處 You Are Here 急救箱位置 First Aid Box Location 滅火筒位置 Fire Extinguisher Location

圖例 KEY:

火警及緊急逃生路線閣下在此處急救箱位置滅火筒位置

圖例

賽馬會校園火警及緊急逃生路線圖賽馬會校園火警及緊急逃生路線圖

往緊急疏散集合點

*

往緊急疏散集合點

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Venue: D0708, 7F, Block D Venue: D0709, 7F, Block D Venue: D0710, 7F, Block D Parallel Session 1 Language Learning and Teaching Parallel Session 2 Linguistic Tieories Parallel Session 3

Bilingual and Multilingual Studies Jenny Yau Ni Wan Exploring University students’ peer review competence: A preliminary study

f cognitive and afgective feedback in

language assessment Tifgany Ching Rhetorical moves in chairpersons’ statements in environmental, social and governance reports Mark Feng Teng Tiai university students studying Chi- nese in China: Identity, imagined communities, and communities of practice Chang Liu Emotion and motivation in the language classrooms: a pilot study on university students learning Chinese in a short-term study-abroad program in Hong Kong Lovely Mae Prieto “Tie Polymorphemic Verbs of the Mangguangan Language: A Mor- pho-semantic Analysis” Gene Marie Flores and Paolo Nino Valdez Inequalities of Multilingualism and Social Justice: An Examination of Legal Processes in the Philippines Chih Hao Chang Tie Efgectiveness, Perceptions, and Refmections of English Private Tutoring among Taiwanese Secondary-Lan- guage Learners Imran Muhammad and Mamuna Ghani Role of Progressive Tense in the Defjnitions of Stative and Dynamic Verb Yolanda Ruiz de Zarobe Strategy use in a multilingual context in content-based instruction: A longitudinal stud Liu Xiaoyun Analyzing the discrepancy of Bilingual children on wh-topicalization acquisition under interface hypothesis Annie Mae Berowa President Rodrigo Roa Duterte in the Spotlight: Tie Pragmatic Factors and Functions of Swearing in Public Discourse Rining Wei How Small Is “Small”? Interpreting Efgect Sizes in Bilingualism Research (2011-2017) Cynthia Lee Computer-generated Content Feed- back and English Writing: Observa- tions of Adolescent Chinese English Learners’ Writing Progress, Feed- back-Seeking Behaviors and Evalua- tions Annie Mae Berowa, Jennibelle Ella and Rochelle Lucas Perceived Ofgensiveness of Swear Words Across Gender

Parallel Sessions 1-6 Day 1 : 25 October 2018 (Tiursday) Time: 15:10 -17:00

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Venue: D0818, 8F, Block D Venue: D0719, 7F, Block D Venue: D0809, 8F, Block D Parallel Session 4 Language Learning and Teaching (Putonghua/ Cantonese) Parallel Session 5 Language Learning and Teach- ing Parallel Session 6

Bilingual and Multilingual Studies Ken Li and Merrilyn Goos Promoting Statistical Tiinking Using Classroom Discourse Michael Yeldham Investigating the impact of instructed abdominal enhancement for English segmental pronunciation Sajed Ingilan Language and Identity of the Dabawenyos: Exploring the Linguistic Landscape of the Two Major Streets in Davao City, Philippines Xiaoli Yang, Zizhou Lu and Yao Tu 基于混合式学习的对外汉语教学设计研究--以美国堪萨斯大学孔子学院Sartalk汉语项目为例 Yijia Gu Student Silence in Tertiary EFL Classes in China: Emotional Regu- lation and Pedagogical Responses from Teacher Soon Young Jang Korean-Canadian Children’s Bilingual Learning Tirough A Multi-Gener- ational Ethnic Church in the GTA, Canada Wei Jin 母语为俄语的中级水平汉语学习者的语篇衔接偏误研究 Aileen Bautista A Language Anxiety Case Study

f the DLSU BSE English Stu-

dent-Teachers Vivian Lee Tie Translation Brief for Translation Tasks: A Look at the Undergraduate Translation Classroom Sin Wang Chong and Xuejun Ye Development of an Exem- plar-based Writing Instruction Textbook for Teaching IELTS Writin

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Parallel Sessions 7-12 Day 2 : 26 October 2018 (Friday) Time: 11:10 -12:40

Venue: D0708, 7F, Block D Venue: D0709, 7F, Block D Venue: D0710, 7F, Block D Parallel Session 7 Language Learning and Teaching Parallel Session 8 Linguistic Tieories Parallel Session 9

Bilingual and Multilingual Studies Frankie Har Active learning pedagogies in undergraduate ESL classes using mobile applications Yike Yang Tie Use of Disagreement Strategies

n Chinese Forums: Comparing

Hong Kong and Mainland China Katherine Tiornton Language policy in self-access centres - facilitating or impeding a translanguaging space? Bomi Lee An Analysis on Readability of Korean Reading Textbooks Joyce Cheung Writing with Suspense: A Cor- pus-based News Lead Analysis Lydia Catedral and Madina Djuraeva Language ideologies and (im)moral images of personhood in multilingual family language planning Bowen Xiao A Comparison Between Product Ap- proach and Process Approach in EAL Writing among VCE Students Krazy-Marjorie Cailing, Kim Shaun Escolta, Jhonalyn Marce- lo, Jan Marinne Manalusan and Raquel Pamintuan Assessment of Computer Engi- neering Students’ Grammatical Errors in Tiesis Writing Chenggang Wu and Juan Zhang A systematic review of emotion-label words and emotion-laden words in bilingual lexicon: Fifueen years exploration from cognitive approach Siu-Ho Tiomas Yau, Wai-Sun Derek Chun, Ching-Hann Jannie Tsang and Kwun-Sing Leo Wong Vocationalization of English in Hong Kong’s Secondary Curriculum: Tie Latest Direction and Implicationss Chang Chang and Haichao Chang An Empirical Study of the Func- tions of Verbs and Constructions in Sentence Meaning Interpreta- tion: A Linguistic Typology Per- spective Eiko Gyogi Awareness of “Others” Around You: Another Potential of Translation Activ- ities in the Language Classroom

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Venue: D0719, 7F, Block D Venue: D0819, 8F, Block D Venue: D0720, 7F, Block D Parallel Session 10 Language Learning and Teaching (Putonghua/ Cantonese) Parallel Session 11 Language Learning and Teach- ing Parallel Session 12

Linguistic Tieories Aihui Wu 中国高校双语教学研究15年回顾 Suyuan Fang Observing Tibetan “Minkaohan” Students in High School English Class Yuguang Duan, Zi Lin and Weiwei Sun Is Argument Structure of Learner Chi- nese Understandable: A Corpus-Based Analysis(main text) Man Fong Lam, Siu Yu Lau, Kin Po Chan and Yuet Ying Lo 香港大學生普通話學習情況調查 Ruriko Tsuji Learners’ Perception of Collabora- tive Language Learning in Japa- nese University Setting Tomohiko Shirahata, Hideki Yokota, Koji Suda, Takako Kondo and Mut- sumi Ogawa Tie Acquisition of Wh-questions by Japanese Learners of English: Focusing

n Subject Wh-questions

Wei Cao 英语培训：问题与需求及实践型教师培训法在中国的推广 Yu Hang Kwan TA Case Study of the Presentation of Indirect Complaints in an ELT Text- book Unit in Hong Kong: Its Pedagogi- cal Implications Mikyung Kim A Study on How English-speaking KFL Learners Use ‘Sentences without Subject’ Anthony Porras Exploring the genre of undergraduate teacher education acknowledgments

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Parallel Sessions 13-18 Day 2 : 26 October 2018 (Friday) Time: 14:45 -16:15

Venue: D0708, 7F, Block D Venue: D0709, 7F, Block D Venue: D0710, 7F, Block D Parallel Session 13 Language Learning and Teaching Parallel Session 14 Linguistic Tieories Parallel Session 15

Bilingual and Multilingual Studies Simiao Jiang Learner Perceptions on Mobile Apps in English Vocabulary Learning: An Interpretative Phenomenological Analysis Miyeon Bae A Study on the Acquisition of a Korean Ending ‘-neunde (는 데)’ by KFL Learners Erna Ifuanti Inter and Intra-Culture-Based Group Discussion To Promote Learning Au- tonomy in a Bicultural Class Jing Liu EFL Teachers’ Identity Development in a Transitional Period: A Chinese Experience Shu Zhang and Fang He A Comparative Study of Polite- ness Strategies in Disagreement between EFL Learners from China and ASEAN Countries in an Eng- lish Context Wanyu Amy Ou Rethinking ELF in internationalised education: Translanguaging in a Chi- nese transnational university context Juan Oliver Ofracio and Aileen Bautista Understanding How Filipino Novice Teachers Forming Tieir Teacher Iden- tity Based on Tieir Perceived Sources and Efgects of Anxietys Xue Zhang Age Variations in Mandarin Tones Xi Yang and Irene Chiotis Tie Benefjts of Translation/Transfer in ESL Classrooms Xiangtao Du A Corpus-based Analysis of the Development of Japanese University Students’ Writing Ability Khoirin Nikmah Tie Arabic Loanwords in Javanese: Phonological Interference and Across Culture Edgar Malonzo Language Choice in Expressing Ex- pletives and Afgection among Libyan Bilinguals: A Phenomenological Study Sunghwa Lee Pre-editing strategies for machine translation

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Venue: D0719, 7F, Block D Venue: D0819, 8F, Block D Venue: D0720, 7F, Block D Parallel Session 16 Language Learning and Teaching (Putonghua/ Cantonese) Parallel Session 17 Language Learning and Teach- ing Parallel Session 18

Bilingual and Multilingual Studies Xinguo Liu 网络语言舆情视角下中国大陆民众普通话和方言态度研究 Maximo Rafael Salaberry Expanding the traditional profjciency construct: Interactional contexts Yitian Hong Language shifu in a Chaozhou speaking family: from the perspective of story-telling Yin Chu Cheung 從系統功能語言學分析中學中國語文學習參考篇章 Allison Wallace Baker Self-Regulated Learning in Tran- sition: A Case Study of Tiree Linguistically Diverse English Students in an Intensive English Program Muhammad Din Teachers’ Use of Code-switching as a Strategy in Science Classes: A Study at Intermediate Level in Pakistan Jennifer Yao “體假設”和香港學生普通話“ 了”的誤用研究 Jhonathan Cadavido, Carmela Ana Reforma, Rona Ann Cea and Galac Kristine Linking Reading Comprehension and Academic Performance: A Bridge to School-Based Reading Comprehension Program Ka Wing Kelvin Chu Legal Bilingualism in Hong Kong: Implications for Language Education in Local Law Degree Programmes Carmela Reforma Using Writing Frames in Research Paper Writing among ESL Learn- ers Yike Yang, Changwei Zhang, Yunyi Hu, Helena Yan Ping Lau and Bei Li Development of Cantonese Nominal Structure in a Bilingual Child: A Pilot Study Leif Andrew Garinto and Paolo Nino Valdez Critical Pedagogy and Multimo- dality in the Philippines: Engaging Learners in a Post Truth Era

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Parallel Sessions 19-23 Day 3 : 27 October 2018 (Saturday) Time: 09:30 - 11:00

Venue: D0708, 7F, Block D Venue: D0709, 7F, Block D Venue: D0710, 7F, Block D Parallel Session 19 Language Learning and Teaching Parallel Session 20 Linguistic Tieories Parallel Session 21

Bilingual and Multilingual Studies John Rogers and Anisa Cheung Into the wild: investigating the efgects

f input spacing on the learning of

foreign language vocabulary Hiroshi Nakanishi, Ren Oyama, Shotaro Takahashi and Shinichi Hotei Tie Efgect of Prosody Shadowing Training on Segmental Aspects of Pronunciation for Japanese EFL Learners Jiayu He How Dialect Experience and Extents of Bilingualism Afgect Chinese Children’s Phonological Awareness Alice Mae Arbon, Anne Richie Bal- gos and Jerico Esteron Collaborative Teaching in an ESL Classroom: Pedagogical Insights and Issues Jeonghwa Cho, Mijeong Song and Sungeun Lee A Morphological Processing of Determiner-Noun Agreement by Korean Learners of English: An ERP Study Yanhong Fei and Brefgni O’Rourke Adult migrants in Ireland: Language needs and life needs Xuejun Ye Task-based Language Teaching in Southwest China: Insider Perspectives from EFL Secondary School Teachers Anni Wang WHAT’S THE BUZZ? A DISCUR- SIVE APPROACH TO NEWS VALUES OF BUZZFEED NEWS Ahmad Al-Issa Language and Identity Construction in the Arabian Gulf: Challenges Faced in a Globalized World Ken Siu-Kei Cheng, Josef Chi-Leung Chan and Venice Yuen-Man Cheung A need-based development of a ubiquitous e-learning tool for university students learning Chinese as a foreign language Jirka Hana and Barbora Hladka Syntactic annotation of a sec-

nd-language learner corpus

Yujin Kwon English-Korean Translation Methods of Film Titles by Genre and Timey

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Venue: D0718, 7F, Block D Venue: D0720, 7F, Block D Parallel Session 22 Language Learning and Teaching Parallel Session 23 Bilingual and Multilingual Studies

Jing Li Tie Efgects of Teacher Comment Types on Students’ Revisions in EFL Writing Classes Simao Luis A Survey of Attitudes towards Codeswitching among University Student Teachers in Mozambique Linh Trinh Tie challenges of implementing competency-based approach in curriculum reform to increase the level

f bilingualism in Vietnamese EFL

classrooms Nikolay Novitskiy, Andriy Myachykov and Yury Shtyrov Lefu Fronto-Temporal Grey Matter Volume Increases With L2 Profj- ciency In Late Bilinguals Bei Li, Yike Yang and Si Chen Evaluating the Efgects of Perceptual Training on Application of Mandarin Tone Sandhi Rules by English Speak- ers Jack Pun Navigating through the Eng- lish-medium-instruction policy: voices from the teachers and students in Hong Kong secondary science classrooms Haoyan Ge L1 Infmuence on L2 Comprehension

f Focus-to-prosody Mapping: An

Experimental Study Leticia Marquez Language Preference in Teaching and Learning in Tertiary Educa- tion

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Zhu Hua is Professor of Applied Linguistics and Communica- tion and Assistant Dean of School of Social Sciences, History and Philosophy in Birkbeck College, University of London. Her main research areas include child language development and intercultural and multilingual communication. She is Forum and Review Editor for the Applied Linguistics journal (Oxford University Press); book series co-editor for Rou- tledge Studies in Language and Intercultural Communication and Cambridge Key Topics in Applied Linguistics. Among her recent publications are Exploring Intercultural Commu- nication: Language in Action (2019 Routledge, 2nd edition), Multilingual, Multisensory and Multimodal Repertories in Corner Shops, Streets and Markets (a special issue of Social Semiotics, 2017, co-edited with Emi Otsuji and Alastair Pen- nycook) and Symbolic Power and Conversational Inequality in Intercultural Communication (a special issue of Applied Linguistics Review, 2016, co-edited with Claire Kramsch).

Professor Zhu Hua

Birkbeck College, University of London, UK

Keynote Speaker (Day 1)

Whose Karate? Language and cultural learning in a multilingual karate club in London

Tiis talk aims to explore language learning as a process of translanguaging and of cultural

translation. Tie empirical base of the argument draws upon a sociolinguistic ethnography of

translanguaging practices in a karate club in east London, UK. Ethnically and linguistically highly diverse members of the local community are brought together in this club to learn what is presented to them as a Japanese martial art. Language forms and physical movements are taught as cultural practices. Whilst this kind of teaching and learning may be variably seen as ‘incidental’ or ‘formulaic’ , its socio-cultural impact on the individuals concerned is particularly signifjcant. Tie talk investigates the impact through a detailed and systematic analysis of the teaching and learning process whereby cultural traditions, values and practices are being translated, and consequently subjectivities and self-images of the participants transformed. In doing so, I broaden the concept of language and regard it as a multifaceted sense- and meaning-making resource, and explore the theoretical implications of taking language teaching and learning as a process of cultural translation.

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English-speaking and multilingual children in French immersion programs in Canada: research fjndings and implicationsn between the Chinese and Western (or monotheistic) civilizations.

Becky Xi Chen’s research focuses on bilingual and ELL (Eng- lish Language Learner) children’s language and literacy de-

velopment. She is interested in how children develop literacy

skills (e.g. morphological awareness, phonological awareness,

rthographic processing, vocabulary, word reading, and read-

ing comprehension) simultaneously in their fjrst language and second language, and whether these skills transfer between the two languages.nese and Western (or monotheistic) civilizations.

Professor Becky Xi Chen

University of Toronto, Canada

In this presentation, I will summarize the fjndings of my research on language and literacy development

f children enrolled in French immersion programs in Canada. I have conducted two large-scale projects

in this area in the past 10 years. French immersion programs are publically funded in Canada. Students enrolled in these programs come from non-Francophone backgrounds but they receive school instruction primarily or entirely in French. In other words, English fjrst language and English language learner students are becoming bilingual in English and French, and trilingual in English, French, and their fjrst language, respectively. A central theme of my research projects is cross-language transfer. I have examined transfer of metalin- guistic (e.g., phonological awareness, morphological awareness, orthographic processing) and literacy (e.g., vocabulary) skills between English and French. Generally speaking, there is substantial evidence supporting transfer between the two languages, though the extent and direction of transfer are determined by a range of factors (e.g., relative levels of profjciency in the two languages, underlying mechanisms of a construct, etc.). Additionally, I have explored early identifjcation of and early intervention for at-risk readers who are emerging English-French bilinguals. We administered a number of screening measures (e.g., phonological awareness, rapid automatized naming, and letter and word fmuency measures) to children to predict their at-risk status one or two years later. We also carried out an 18-week phonological awareness intervention to at-risk readers in the fjrst grade. While the intervention was administered in English, it signifjcantly improved phonological awareness and word reading in French, and the efgects were maintained in grade three. Tierefore,

ur fjndings have demonstrated that it is possible to identify at-risk readers in their second language and

provide them with timely interventions to reduce and prevent dyslexia.

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Liah Greenfeld is University Professor and Professor of Soci-

logy, Political Science, and Anthropology at Boston Univer-
sity. Between 2011 and 2016 she was Distinguished Adjunct

Professor at Lingnan University in Hong Kong. She is the author, among numerous other publications, of the trilogy on nationalism and modern culture, including Nationalism: Five Roads to Modernity; Tie Spirit of Capitalism: Nationalism and Economic Growth; and Mind, Modernity, Madness: Tie Impact of Culture on Human Experience (Harvard Univer- sity Press, 1992, 2001, 2013). Her current interests focus on the study of civilizations, especially the comparison between the Chinese and Western (or monotheistic) civilizations.

Tie Translatability of Culture

Keynote Speaker (Day 2) Professor Liah Greenfeld

Boston University, US

Tie lecture will address the nature of culture and the place of language in culture, stressing its centrality as the chief medium of communication, the medium of thinking, and the medium of transmission, tradition, translation (including cross-cultural translation). At the same time, it will emphasize that no culture can be reduced to language, and thus cannot be fully expressed in it, which limits the possibilities of the translatability of cultures and cross-cultural understanding. It then will consider the question to which extent the problem is exacer- bated when translations need to make mutually understandable not simply difgerent cultures but difgerent civilizations, as do translations from English into Chinese and from Chinese into English.

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Laurence Anthony is Professor of Applied Linguistics at the Faculty of Science and Engineering, Waseda University, Japan. He has a BSc degree (Mathematical Physics) from the Univer- sity of Manchester, UK, and MA (TESL/TEFL) and PhD (Ap- plied Linguistics) degrees from the University of Birmingham,

UK. He is a former Director and the current coordinator of

graduate school English in the Center for English Language Education in Science and Engineering (CELESE). His main research interests are in corpus linguistics, educational technol-

gy, and English for Specifjc Purposes (ESP) program design

and teaching methodologies. He received the National Prize

f the Japan Association for English Corpus Studies (JAECS)

in 2012 for his work in corpus sofuware tools design and the Waseda University e-Teaching Award in 2018 for efgective uses

f corpus sofuware in the teaching of technical writing. He

is the developer of various corpus tools including AntConc, AntWordProfjler, AntMover, FireAnt, ProtAnt, and TagAnt.

Professor Laurence Anthony

Waseda University, Japan

New Directions in Corpus Design and Corpus Tools Development

In this keynote lecture, I will fjrst discuss recent changes in the nature of corpus linguistics research, focusing on the importance of corpus size and design choices, the growing use of web-based corpora, and the introduction of novel statistical and visualization techniques. Next, I will explain how these changes have led to various new avenues for corpus research, including social network analysis and multilingual corpus studies. Tien, I will introduce a range of desktop and web-based corpus tools that can assist corpus linguists in the collec- tion, cleaning, and annotation of corpora, as well as the analysis and visualization of results from corpus studies in these new areas. At the end of the lecture, I will discuss how new- comers to corpus linguistics can best learn to use these tools and apply them in novel and interesting corpus linguistics studies.

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Jeannette Littlemore is a Professor of Applied Linguistics and Head of Department of English Language and Applied Lin- guistics at the University of Birmingham. She is also a found- er member of the International Association, Researching and Applying Metaphor. Her most recent book is Metonymy: Hid- den Shortcuts in Language, Tioughts and Communication. Her research focuses on the acquisition and use of metaphor and other types of fjgurative language by second language learners. She is also interested in applications of cognitive linguistics to second language learning and teaching.

Keynote Speaker (Day 3) Professor Jeannette Littlemore

University of Birmingham, UK

What can metaphor tell us about the difgerent ways in which people view the world?

Figurative language (in particular metaphor) is used in all forms of communication in a wide variety of contexts, ranging from informal conversations to news articles, advertisements, educational interchange, expert discourse, business correspondence, policy documents, doctor/patient exchanges, government communication, legal settings, and industry/client interaction. Tie reason for this is that metaphor is one of the primary tools for achieving economy of expression, clarity, persuasiveness, politeness, communication of evaluations and emotions, and other ends. It can also tell us about the difgerent ways in which people understand and make sense of the world. In this talk, I outline a number of studies that I, along with my colleagues, have conducted investigating how fjgurative language (particularly metaphor) is used by difgerent groups of people in difgerent situations. I show how, by studying the ways in which metaphor use varies according to the individual and the context in which they are using it, we gain insights into very difgerent world views. I focus on variation in gender, workplace, mindset and mental state. Findings from these studies shed light on the nature and the power

f metaphorical language and thought, and they tell us more about what it means to be ‘non-literal’

. Tiey also have implications for the provision of support for people who have experienced diffjcult and traumatic episodes, where non-literal language is used to discuss and comes to terms with experiences that cannot be expressed using ‘ordinary’ language.

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Abstracts of Papers

(in alphabetical order by surname)

Ahmad Al-ISSA (PS-21) Language and Identity Construction in the Arabian Gulf: Challenges Faced in a Globalized World Tie Arabic language and Arab identity have been tightly intertwined, for decades, but even more so in recent years, and this fact is very obvious in the Arabian Gulf region, including: the UAE, Qatar, Bahrain, Oman, Kuwait, and Saudi Arabia. Tiese particular Arab countries, perhaps more than others, have had a long history with English, and have quite forcefully embraced global English as they strive to be open to the world in terms

f business, tourism, and education. Owing to this heavy reliance on English, there has been a growing con-

cern among some about the role of Arabic. Due, in part, to unease over the decline of Arabic as the foremost language in the region, there has been a need or desire to fjnd ways to encourage the importance of Arabic. Tiis is usually done by equating the Arabic language as proof of an Arab identity. Furthermore, Arabic is then additionally tied to Islam and the importance of Arabic as the language of the Quran. However, recent studies have found that not all Arabs in the Gulf region see Arabic as the main marker of an Arab identity. Tiis is in contradiction to what governments, the Arab League, and the media continue to expound upon as the sign of an Arab and an Arab identity: the ability to speak Arabic. Tirough a post-structuralist lens, this paper will focus

n the sometimes tenuous connection between Arabic and an Arab identity, due to the fact that the multilingual

communities of the Gulf ofger Arabic speakers countless ways to utilize their linguistic resources to construct complex identities. Implications for bilingual education and language policy will be made. Alice Mae ARBON, Anne Richie BALGOS and Jerico ESTERON (PS-19) Collaborative Teaching in an ESL Classroom: Pedagogical Insights and Issues Tie benefjts of teacher collaboration as a teaching strategy have already been noted in a number of studies (DelliCarpini, 2008; Davison, 2006; Goetz, 2000; Guiney, 2001). Teachers, being the facilitators of learning, engage in this practice and share amongst themselves their pedagogical knowledge and experience with the goal of enhancing students’ performance across all classrooms at any level. While this teaching strategy puts the learners’ welfare at the center of instruction and ideally yields positive results, inefgective application of teacher collaboration may put the learners in disadvantaged positions especially when the collaboration actually leads to confusion. It is imperative, therefore, that collaborative teaching practices are carefully assessed to ensure and realize their effjcacy. With the belief that the students’ perceptions concerning the teaching strategies used by their teachers inside the classroom always merit consideration and value in the improvement of pedagogical practices, this paper aims to investigate students’ attitudes toward collaborative teaching as a teaching strategy in an English class. Specifjcally, this paper intends to identify the strengths and weaknesses of this practice as perceived by the ESL students. To achieve this, seventy-two (72) students enrolled in an Academic Reading and Writing class in a private university in Manila, Philippines are asked to participate in a survey which elic- its responses relating to their teachers’ classroom management, classroom instruction, assessment, and student-teacher rapport. Results of this study are deemed relevant to teachers who engage in sustained collaborative teaching and practice and researchers who examine students’ perception on instruction and assessment in language learning. Miyeon BAE (PS-14) A Study on the Acquisition of a Korean Ending ‘-neunde (는데)’ by KFL Learners Tiis study aims to investigate the Korean ending acquisition of Korean as a Foreign Language (KFL) learners. Among the many Korean endings, this study focuses on the form ‘-neunde (는데)’ , which has many grammatical

meanings. In addition, ‘-neunde (는데)’ has also several discourse functions depending on whether written lan-

guage or spoken language. Because its meanings and discourse functions, It is diffjcult for KFL learners to learn proper usages of ‘-neunde (는데)’ . Tierefore, this study will analyze the usage and error patterns of Korean ending ‘-neunde (는데)’ made by KFL Chinese learners. First, the grammatical meanings and discourse functions of ‘-neunde (는데)’ are classifjed by dictionaries and previous studies. Second, Korean textbooks will be analyzed to see how ending ‘-neunde (는데)’ has been taught in the KFL classroom. Tiird, usage and error patterns of ‘-neunde (는데)’ are analyzed according to six difgerent KFL learner’s profjciency. And the acquisition of

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discourse functions will be analyzed by comparing the written language with spoken language. Tie analysis will be conducted using the Korean Learner Corpus which was ofgered by the National Institute of Korean Language. Finally, statistical tests will be conducted to reveal whether difgerences in error rates are signifjcant by the learners’ profjciency. Tiis study assumed that learners’ interlanguage development shows difgerent aspect depending

n the grammatical meanings and discourse functions of ‘-neunde (는데)’

. Especially, the discourse functions

f ‘-neunde (는데)’ are not acquired in advanced level, unlike grammatical meanings of ‘-neunde (는데)’

. Tie analysis will be possible to look at the learner’s interlanguage acquisition. And It will ultimately provide a foundation for a more efgective second language grammar education for KFL learners. Tiis study aims to understand Allison Wallace BAKER (PS-17) Self-Regulated Learning in Transition: A Case Study of Tiree Linguistically Diverse English Students in an Intensive English Program Tiis longitudinal qualitative research case study analyzed how international students in their fjrst semester at an intensive English program (IEP) managed their English language learning experiences while transitioning to a new academic learning environment. Tiree linguistically and internationally diverse students who self-identifjed as highly self-regulated learners were interviewed at the beginning, middle, and end of their fjrst semester at a large university-affjliated IEP in the western part of the US. Tie three students came from Guatemala (Spanish speaking), Madagascar (Malagasy & French speaking), and Taiwan (Mandarin Chinese speaking). Semi-structured interviews yielded data about what self-regulated learning (SRL) principles and practices the students brought with them to the IEP and which SRL principles and practices were discarded, maintained, or newly developed by the end of their fjrst semester. Data collected from the semi-structured interviews were organized and analyzed within a six-dimensional model of SRL that included how students managed their motivation, in-class and out-

f-class learning methods, time management, social environments, physical study environments, and language
performance. Implications for researchers, administrators, and teachers are discussed.

Aileen BAUTISTA (PS-5) A Language Anxiety Case Study of the DLSU BSE English Student-Teachers Difgerent studies about the experiences of student-teachers have shaped the existing curriculum to equip student-teachers with vital skills that they need in preparing themselves in becoming teachers. Tiese days, much emphasis has been given to the mental health condition among students, especially, the anxiety that the student-teachers experience. As a response to that trend, this case study aims to understand the causes and efgects of anxiety experienced by four student teachers at De La Salle University-Manila during their 180-hour practicum teaching and thesis writing in a public high school. Tiese participants belong to difgerent backgrounds and profjciency in the English language. Also, this study adopted a mixed method that used the student-teachers’ journal entries, Facebook chat with the practicum adviser, and interview transcript as the study’s instruments. Based

n the fjndings, the study found out that the students experience both practicum and writing anxiety. Tiese are

caused by the feedback from the supervisor, students’ misbehavior, and the real-time viewing of comments in their research paper through Google Docs. Also, the study revealed that technology is a major contributor in the high level of anxiety among the respondents, and it also discovered how depression afgects anxiety and the presence of the fjght versus fmight phenomena as a result of anxiety among the respondents. Tiis new contribution to the broad discussion of anxiety contains suggestions to help further improve existing policies relevant to today’s generation of student-teachers in the Philippines. Aileen BAUTISTA and Juan Oliver OFRACIO(PS-13) Understanding How Novice Teachers Form Tieir Identity Based on Tieir Perceived Anxiety Novice teachers go through a ‘tough’ journey in their initial years as professionals. Farrell (2012) described them as ‘newly qualifjed’ teachers in a new institution, fresh from their pre-service training. Ofuen, they face a reality that is starkly difgerent from what they have been taught in the comfort of their classrooms when they were still college students.n the Philippines, English is considered a second language. Tiere is a perception that novice teachers in the fjeld of ELT are victims of high attrition even though English teachers are regarded as highly mar-

ketable. Tius, one considers what troubles these young professionals in their respective contexts.

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the sources and of anxiety among novice English teachers who are teaching at difgerent private schools in Manila,

Philippines. Also, it seeks to know if these sources of anxiety that they experience infmuence their perceived teacher
identity. Also, this study uses an adaptation of Parsons’ (1973) Teachers’ Anxiety Scale. Ultimately, this study aims to

contribute to the decision-making of policy makers and curriculum developers from teacher-education institutions in the Philippines. Annie Mae BEROWA (PS-2) President Rodrigo Roa Duterte in the Spotlight: Tie Pragmatic Factors and Functions of Swearing in Public Discourse Swearing has always been viewed as an ofgensive use of language and yet, many people are still found to frequently swear both in formal and informal contexts just like in the case of President Rodrigo Roa Duterte of the Philip-

pines. Hence, swearing must have fulfjlled certain communicative functions brought by various factors. Tiis study

examined the public speeches of President Duterte to discover the difgerent pragmatic factors that evoked his use

f swear words, and to discover the pragmatic functions of his swearing. Tie study analyzed the speeches delivered

by the president before the armed personnel in the country throughout the fjrst 100 days of his administration. Tie results of the study showed the numerous occurrences of swear words in his public discourse as infmuenced by the topic, the speaker-listener relationship and the socio-physical setting. It was also found that the swearing behavior

f President Duterte was purposely to express emotions in addition to name-calling, anaphoric, intensifying and

solidarity-building pragmatic functions. In general, this investigation shows that swearing is not always undesirable as it is also linguistically meaningful. Annie Mae BEROWA, Jennibelle ELLA and Rochelle LUCAS(PS-2) Perceived Ofgensiveness of Swear Words Across Gender Swear words are usually associated with taboo spheres like sex, excretory functions, and religion (Fagersten, 2012). Tiese words are identifjed as ofgensive, inappropriate and unacceptable in particular contexts, and those who swear are perceived to be anti-social, untrustworthy and incompetent (Cavazza & Guidetti, 2014). Tie use of swear words is considered masculine while women, in general, face double scrutiny for using vulgar language that are tradition- ally spoken by men (Lakofg, 1973). Tius, this study was conducted to determine the ofgensiveness of swear words as perceived by male and female university students in the Philippines based on the word-list rating task and on the same-gender and mixed-gender hypothetical recorded dialogue interactions. Tirough the use of survey and interviews, it was found that generally, swear words are inherently ofgensive and that putang ina is perceived to be the most ofgensive. In addition, female participants show higher ofgensiveness ratings as compared to their male

counterparts. Tius, the fjndings support the assertion made by Jay (1992) that females are more ofgended by swear

words as compared to males as this could be brought by the desires of men and women to present themselves that is consistent with the expected behavior for their position in the society. Jhonathan CADAVIDO, Carmela Ana REFORMA, Rona Ann CEA and Galac KRISTINE (PS-17) Linking Reading Comprehension and Academic Performance: A Bridge to School-Based Reading Compre- hension Program Reading is one of the literacy skills essential for survival. However, in the National Achievement Test (NAT) in 2012 for the entire country, the Mean Percentage Score (MPS) for English Reading Comprehension is 54.42% and 58.61% in Filipino. Tierefore, Filipino ESL learners fjnd it hard to read in both languages which may afgect their academic

performance. Numerous researches about reading were conducted but there are limited studies concerning Senior

High School. Tius, this study focused on determining the current reading comprehension level of Senior High School ESL learners and its efgect to their academic performance. Quantitative and qualitative research approach were utilized to assess the reading comprehension of students. A total of 300 students from a rural school in the Phil- ippines were given a Standardized Reading Test to assess their reading comprehension level. Tie efgect of reading comprehension level was validated through a focused group interview. Tie results revealed that lack of exposure to reading materials, scarcity of materials and language barrier were crucial factors afgecting their reading comprehension and academic performance. Moreover, this study also seeks to improve the students’ reading comprehension level through a comprehensive school-based Reading Program focused on the least mastered reading competencies

f students.

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Computer Engineers are highly in demand in the international workforce; hence, the researchers decided that they are excellent subjects for the study, knowing that they are also engaged in written English due to the nature of their subjects taken and their curriculum. Profjcient writing competency in English is a valuable asset that they may acquire to compete in the demands of the international workforce; therefore, engaging them in English writing programs is one of the many steps in making them Global Computer Engineers. Wei CAO (PS-11) 英语培训：问题与需求及实践型教师培训法在中国的推广目前，在中国大陆的英语语言教学重点正在逐渐地从应试型教育转向应用型教育，从注重笔头考试转向注重学生的听说实践能力。这些改变都对老师的教学方式和方法提出了新的要求和挑战。本文分析了中国大陆不同类型的语言培训机构的英语教学政策及现状，梳理了几种不同类型的教师培训方法，从教师培训的角度出发，指出英语教学要求和教师培训之间存在的矛盾。为了应对这些矛盾，本文就改进的方法展开思考和讨论，提出了推广实践型英语教师培训法的建议。 Lydia CATEDRAL and Madina DJURAEVA (PS-9) Language ideologies and (im)moral images of personhood in multilingual family language planning Scholars of “family language policy” (King, Fogle, Logan-Terry 2008) have pointed to the need for a better social and ideological contextualization of language attitudes, and their connection to parental intervention in child language acquisition (Curdt-Christiansen 2009). Tiis study responds to these issues by examining the ways parental language ideologies are discursively represented in relation to the small-scale, relatively private family decisions involved in language planning. Our data come from the multilingual context of post-soviet Central Asian families - both abroad and in indigenous contexts and are comprised of participant observation and audio recordings of semi-structured interviews. In our analysis we apply discourse and narrative inquiry methods to investigate how parents justify decisions that infmuence their children’s education and linguistic exposure. We use the notion of “chronotope” (Bakhtin, 1981) as a way to conceptualize how parental ideologies are embedded in images of space, time and moral personhood (Agha, 2007; Woolard, 2013). Focusing on these images, rather than only on language ideologies, allows us to incorporate the many social factors - both linguistic and non-linguistic - involved in bottom-up language planning. Our focus on moral images is further meant to show how national discourses are internalized by participants through their understandings of morality relative to other issues such as language education. Tie paper contributes to the study of language planning by demonstrating how the theoretical notions of chronotope and personhood mediate parental decision making when it comes to language maintenance and acquisition. Krazy-Marjorie CAILING, Kim Shaun ESCOLTA, Jhonalyn MARCELO, Jan Marinne MANALUSAN and Raquel PAMINTUAN (PS-8) Assessment of Computer Engineering Students’ Grammatical Errors in Tiesis Writing Tie study aimed to assess the most frequent grammatical errors of the Computer Engineering students from the College of Engineering and Industrial Technology in writing. Tie researchers assume that there are no signifjcant difgerences in the found grammatical errors in the thesis write-ups of Computer Engineering students in school year 2013-2014 to 2016-2017. An error checklist was used as the instrument for data gathering; whereas an error analysis was conducted to assess the found grammatical errors of the subjects in technical writing, specifjcally, in their thesis abstracts, recommendations and, conclusions. Afuerwards, the data found in each school year was subjected to the T test to assure the consistency of the fjndings. Tie results show that errors in punctuations, noun and pronoun infmections, verb infmections, articles and prepositions are found to be the most frequent errors made by the subjects. It is concluded qualitatively that the errors are intralingual in nature and caused by over generalization of sentence structures, ignorance and misapplication of rules, and improper understanding of the target language.Tie researchers recommend that the subjects should be engaged to a grammar instruction remediation program.Tie results of the study will serve as the basis for the proposed action plan output that will help in assessing the defjciencies of Computer Engineering students in writing, equipping them with writing profjciency skills that they will need as part

f their diverse sets of skills.

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Chang CHANG and Haichao CHANG (PS-8) An Empirical Study of the Functions of Verbs and Constructions in Sentence Meaning Interpretation: A Lin- guistic Typology Perspective Interpreting sentence meaning is the foundation of mastering a language. So how do second language learners interpret sentences? In terms of this issue, there are many theoretical studies but sparse empirical researches. Further- more, previous studies are nearly focused on the interpreting cues in native or other single language. So this paper aims to explore the functions of verbs and constructions in sentence meaning interpretation from linguistic typol-

gy perspective. By sentence sorting paradigm, 168 learners of English, Japanese and Chinese were asked to sort 16

sentences (crossing 4 verbs and 4 constructions) in terms of their overall meaning. In consequence, the total construction deviation (5.486) is less than the total verb deviation (7.849), and the verb spread and construction spread also vary in difgerent languages. Tie results suggest that both verbs and constructions take strikingly predictive efgects but perform difgerently in various languages. Learners of English and Japanese tend to be construction-centered while learners of Chinese are prone to be verb-centered. Tiis paper would make for the construction grammar theory, enrich SLA theory and help us well understand the development and usage of language. Chih Hao CHANG (PS-1) Tie Efgectiveness, Perceptions, and Refmections of English Private Tutoring among Taiwanese Secondary-Lan- guage Learners Tie industry of private tutoring, also known as “shadow education,” has spread across the globe, gaining much attention from both researchers and policymakers. According to Bray (1999), the reason the shadow metaphor is used is because private tutoring duplicates or shadows mainstream education. As the size and scale of mainstream schooling change, so do those of the shadow schooling; as public attention toward mainstream education increases or decreases, so does that of shadow education (Bray, 1999). Tie question is then, what are the benefjts of the shadow education? From a positive perspective, shadow education can increase students’ educational opportunities, improving social and economic development overall (Mori & Baker, 2010). It also provides an expanding source of employment as well as an alternative method for not only mainstream education teachers but also private tutors to earn supplemental incomes (Bray, 2011). Shadow education can provide children and youths with a constructive environment, which some of them may lack. As noted by Ventura and Jang (2010), tutoring over the Internet can re- move geographical barriers to education for children living in rural or remote areas. Also, shy and unconfjdent students can have a safer forum to express their opinions and ask questions without fear or social anxiety (Bray, 2011). In many English learning contexts, English private tutoring (EPT), ofgered by profjt-oriented language institutes

r private tutors, has become a major subject and one of the most important activities outside of school with the

intention to raise students’ achievement in mainstream education and on high-stakes examinations (Bray, 2011). However, the amount of research on EPT’s efgectiveness and on learners’ perceptions and refmections does not match the scale of its popularity. Little research exists because of the variety of tutoring forms, held by “a paid private instructor, a volunteer, a school aide, a parent, a guardian, another student, or a computer or other teaching machine” (Medway, 1995, p. 271), limits researchers’ abilities to make precise statements regarding English private tutoring. EPT has a major infmuence on students’ experiences, attitudes, and motivations in English learning process (Hamid et al., 2009). Tie researchers and policymakers concerned are required to have a deeper insight of language learning through EPT. If we do not take EPT’s efgectiveness and learners’ perceptions and refmections into consideration, “we would only see a partial picture of learners’ real English-learning experience and profjciency” (Lee, 2010, p. 70), and we would fail to gain insights into language learning and teaching in settings beyond the classroom, which would

therwise provide alternative perspectives onto social and cognitive processes (Chapelle & Sauro, 2017).

To address this, the present study investigates the efgectiveness of EPT in a control-group pretest-posttest experiment, designed to explore learners’ refmections on their EPT learning experiences during their secondary school education in Taiwan. Tiis paper fjrst reviews the relevant studies and the prevalence of shadow education in a global context to interpret its expansion. Tie paper then concentrates on EPT studies to contextualize the discussion in sociocultural conditions in Taiwan. In order to fully understand learners’ experiences in language acquisition, we should take sociocultural contexts into consideration because culture is the primary determining factor for knowledge construction (Vygotsky, 1962) and because “learning takes place via socially meaningful activities” (Chang, 2016, p. 53). Finally, the paper explains the study’s research method used to collect participants’ data, to evaluate the efgectiveness of EPT, and to analyze participants’ refmections based on their perceptions.

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Ken Siu-Kei CHENG, Josef Chi-Leung CHAN and Venice Yuen-Man CHEUNG (PS-19) A need-based development of a ubiquitous e-learning tool for university students learning Chinese as a foreign language With the popularization of advanced technology and the explosion of electronic devices, mobile learning is an emerging trend of educational innovation integrated with communication and information technologies. Owing to its advantage of allowing learning to take place across difgerent settings beyond time constraints and geographical barriers, mobile learning has been regarded as one of the most promising means of delivering learning content. To assist non-Chinese speaking (NCS) university students to learn Chinese more efgectively, we are working on a project that aims to develop a mobile-compatible, ubiquitous, interactive learning tool for elementary levels Chinese Language & Communication Requirement (LCR) Subjects for NCS students in PolyU, which mounted

n the interface of the Blackboard Learning System.

In the present project, a need analysis based on a questionnaire study was conducted on NCS students who have attended elementary Chinese language courses in PolyU. Tieir use of electronic devices for learning purposes, the ratings of tool features in Blackboard and the ideas on content creation are explored. Moreover, the devel-

ped framework and various Blackboard tools used for learning activities are presented with feasible samples.

It is found that apart from using station and laptop computers, there are increasing preferences on accessing information through mobile devices. Nowadays, especially for the young generation, the priorities for technology consumers place on mobility and fmexibility. A vast majority of the respondents agreed that e-learning platforms could raise students’ motivation and interest in Chinese learning. According to their responses, exercises including “Listen and recognize words or syllables” , “Form sentences with words or characters given” as well as “Listen and write pinyin” could be the efgective ways for Chinese revisions. It is hoped that the present project will shed light on the future move of language enhancement for university education and may have practical implications in foreign language teaching. Joyce CHEUNG (PS-8) Writing with Suspense: A Corpus-based News Lead Analysis News lead is regarded as one important part of news articles since it bridges the gap between headlines and the

content. It is the fjrst paragraph, or the fjrst string of sentences, which comes to readers’ view when they start
reading. Tierefore, attractive leads can ‘hook’ readers and keep them curious as the news story unfolds. Jour-

nalists and editors, in view of the signifjcance of a ‘good lead’ , are trained to write leads as interesting as possible. Tie drilling is deemed essential to many journalism students that celebrated textbooks like Writing and reporting for the media (Bender, Davenport, Drager & Fedler, 2016) specifjcally teach lead-writing skills in extensive

chapters. However, many coaching guides only introduce various types of leads but fail to systematically present

the syntactic features and semantic categories which are marked in difgerent news types. While traditional media practitioners prefer ‘summary leads’ , alternative ones such as ‘buried leads’ and ‘quotation leads’ are popular in feature stories. Journalism students, like my old self, ofuen have diffjculties in deciding which style suits their stories most, or what semantic elements are required in a certain lead type. To facilitate undergraduate news writing courses, my project aims to fjll in the said gap to provide ESP resources for journalism students to enhance news lead writing. By drawing on leads from authentic articles of wire news, hard news and feature news respectively, a ‘news lead’ corpus is built and automatically parsed to study the syntactic structures favoured in each sub-corpus of news type. Tie corpus is then annotated with the UCREL Semantic Analysis System (USAS) tagger to summarise the semantic categories preferred by each news type. Tie two sets of fjndings, driven from mass empirical data, can complement the existing guidelines to help budding journalists write an appropriate Yin Chu CHEUNG (PS-16) 從系統功能語言學分析中學中國語文學習參考篇章香港的中學中國語文教學領域著重提升學生的語文認知功能，因此學習參考篇章承載著結構層次、意義段旨及篇章主旨的整體認知和理解。在韓禮德（M.A.K, Halliday）系統功能語言學的基礎上，本文以三大元功能為視角，討論中學中國語文學習參考篇章的銜接與連貫中的句法連接功能。韓禮德的思想核心是提出三大元功能，包括概念元功能、人際元功能和語篇功能。以此觀照篇章的連接，是運用各種邏輯關係，表達添加、轉折、因果、時空等邏輯上的聯繫。

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從篇章功能角度來看，句法是從微觀上探究各種句式的替代與省略，在具體語言環境下，實踐其語用功能。在結合上下文剖析句法上，三大元功能把語言分析提升到語篇層次，建構學習參考篇章的基本特徵，體現其社會文化價值。 Tifgany CHING (PS-2) Rhetorical moves in chairpersons’ statements in environmental, social and governance reports Tie past decade has witnessed the growing importance of corporate social responsibility (CSR) in Hong Kong. Tie Stock Exchange of Hong Kong Limited has promoted the practice of CSR reporting of listed companies in Hong Kong by developing, implementing and amending the Environmental, Social and Governance Reporting

Guide. Tiis paper reports on an on-going research project of CSR reports in the context of Hong Kong, which

are referred to as environmental, social and governance (ESG) reports by the Hong Kong Exchanges and Clear- ing Limited. Tie project aims to examine the discursive and rhetorical strategies in CSR reports as a mixture of promotional and reporting genres. Tiis paper focuses on part of the project, a genre analysis of chairpersons’ statements in ESG reports. Tie data consists of chairpersons’ statements in ESG reports issued from 2010-2016 by selected listed companies which were constituents of the Hang Seng Corporate Sustainability Index, i.e. listed companies which performed well with respect to corporate sustainability/CSR/ESG, according to the results from a robust sustainability assessment undertaken by Hong Kong Quality Assurance Agency. Tie listed companies under investigation (N=10) belonged to ‘properties and construction’ , the largest industry category

f the index at the time of data collection, i.e. August 2017. Based on existing literature on the move structure
f the genre, the data analysis was achieved by reading the texts for a number of times to identify a tentative

set of moves and steps and then modifying the set while the texts were analysed recursively. Tie fjndings reveal the rhetorical structure of chairpersons’ statements in ESG reports, an important form of communication between listed companies and their current and potential investors. Tie study ofgers insights into the research Jeonghwa CHO, Mijeong SONG and Sungeun LEE (PS-20) A Morphological Processing of Determiner-Noun Agreement by Korean Learners of English: An ERP Study Online processing of agreement is known to be diffjcult for L2 learners (Chen et al., 2007; Coughlin and Tremblay, 2013; Jiang, 2004, 2007; Jiang et al., 2011; Keating, 2009, 2010; Meulman et al., 2014;; Tokowicz and MacWhinney, 2005). Distance between constituents makes morphosyntactic processing even more challenging (Gibson, 1998; Just and Carpenter, 1992) as it requires more cognitive resources, i.e. working memory. We examined online processing of English number agreement in a determiner phrase (DP) and distance ef- fects by advanced L2 learners (TOEFL scores higher than 110), using event-related brain potentials (ERPs). Tie efgect of distance was examined by manipulating the number of intervening words between constituents (e.g. Tiis smart student/*students took the exam that turned out to be too easy vs. Tiis smart and honest university student/*students took the exam that turned out to be too easy). Participants were twelve native English speakers and eighteen advanced Korean learners of English. Tie ERP results demonstrate the learner group’s insensitivity to agreement violations, both in the short and the long distance conditions. In contrast to native participants who showed P600 efgects to agreement violations in both conditions, L2 learners did not show any ERP components related to syntactic violations in either of the conditions. Distance efgects were observed in both groups but in wider regions for the learner group (in the posterior regions for the native group and in the anterior and posterior regions for the learner group), with more positive waveforms in short distance conditions. We interpret these results as indicating that L2 features nonexistent in L2 learners’ fjrst language are diffjcult to acquire in a native-like manner, even at an advanced level of L2 profjciency. Moreover, a wider distribution of distance efgects for the L2 group indicates their higher reliance on working memory resources for long distance conditions.

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Sin Wang CHONG and Xuejun YE (PS-5) Development of an Exemplar-based Writing Instruction Textbook for Teaching IELTS Writing Tiis presentation focuses on an innovative approach to writing instruction, exemplar-based writing instruction and is divided into two parts: (1) a systematic review of recent literature on the use of exemplar in higher education contexts using a text-mining sofuware called Leximancer and (2) an introduction of an ongoing teaching development grant project being conducted in a Hong Kong university which aims to develop an exemplar-based textbook and online platform to be used by university English instructors to teach IELTS writing. In the fjrst session, the speakers will present a systematic review of current literature on exemplar use in unives- ity writing classrooms to highlight its afgordances and limitations. Difgerent from traditional systematic review which is criticized as lack of ‘methodological rigor’ (Major & Savin-Baden, 2011, p. 647) and ‘subjectivity in data analysis and the interpretation of fjndings’ (Tiomas, 2014, p. 236), this review of literature is done using a text-mining sofuware named Leximancer. Leximancer was selected as the tool because it has been used in educational research (e.g. distance education, physical education, general education) (Hyndman & Pill, 2017; Zawacki-Richter & Naidu, 2016). Additionally, Leximancer is chosen over other similar tools (e.g. Rapidminer) because of its user-friendliness. Leximancer can automatically generate a list of most frequently-appeared word-level concepts that appear in the selected documents and a concept map which shows the relationship between those concepts afuer completing a few simple steps. In the second session, an ongoing grant project will be introduced which focuses on the development of curriculum materials for university English instructors to implement exemplarbased instruction in their academic writing classrooms. Focusing on IELTS writing, sample materials developed by the presenters will be shared Ka Wing Kelvin CHU (PS-18) Legal Bilingualism in Hong Kong: Implications for Language Education in Local Law Degree Pro- grammes Legal bilingualism has been adopted in Hong Kong since it was returned to China in 1997. Tiis young bilingual jurisdiction is nonetheless fraught with many paradoxes. For example, although the equal authenticity principle gives equal status to the Chinese and English texts of Hong Kong’s legislation, the Chinese version is privileged in case of translation discrepancies. Further, while the two offjcial languages enjoy equality of use, certain legal settings are skewed towards one particular language. A case in point is the use of Chinese in lower courts. In local law degree programmes, however, English dominates as the medium of instruction, and students ofuen receive minimal training in legal Chinese. Tierefore, this paper suggests that both law practitioners and law students experience tensions between the conceptualization and the practice of legal bilingualism in Hong Kong. Examining both qualitative and quantitative data, this paper will fjrst discuss the extent of bilingualism observed in public and private legal practice. It will then consider the implications of the realities of the legal profession for local law degree programmes, arguing that language education in such programmes should be reformed to better serve the needs of contemporary Hong Kong society. Muhammad DIN (PS-18) Teachers’ Use of Code-switching as a Strategy in Science Classes: A Study at Intermediate Level in Paki- stan- Tie present paper aims to fjnd out the general situation of the switching to Punjabi and attempts to explore the role of the use of mother-tongue i.e. Punjabi in the science classroom in Pakistan. Tiis study focuses on reveal- ing the attitudes of teachers towards the patterns, functions, factors and infmuence of the switching to mother tongue in the science classes. Tie study employs the qualitative research method to analyze teachers’ codes witching to Punjabi through the teachers questionnaires. Based on the analysis of the data, this study concludes that the switching to L1 is prevalent in the science classrooms and that it plays a positive role in the process of teaching and learning of science in Pakistan.

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Xiangtao DU (PS-13) A Corpus-driven Analysis of the Development of Japanese University Students’ Writing Ability Tie current study is an attempt to clarify the development of Japanese university students’ lexical and syntactic competence by analyzing compositions contained in Nagoya Interlanguage Corpus of English (version 2.2.2). To understand their lexical knowledge development, toolkits such as AntConc and Range were used to investigate the vocabulary diversity, vocabulary density, and vocabulary diffjculty in the corpus essays. Meanwhile, 14 syntactic complexity indices embedded in L2 Syntactic Complexity Analyzer were used to trace the syntactic competence development. It was found that Japanese university students tend to use more diverse and diffjcult words as they move from undergraduate to PhD. programs. Tie gaps between learners and native speakers in vocabulary variation and diffjculty narrowed. Tie results also found that a surprisingly small portion of students have made notable progress in several indices and signifjcant difgerences are revealed in the syntactic complexity values of native speakers and learners. Yuguang DUAN, Zi LIN and Weiwei SUN (PS-12) Is Argument Structure of Learner Chinese Understandable: A Corpus-Based Analysis Tiis paper presents a corpus-based analysis of argument structure errors in learner Chinese. Tie data for analysis includes sentences produced by language learners as well as their corrections by native speakers. We couple the data with semantic role labeling annotations that are manually created by two senior students whose ma- jors are both Applied Linguistics, Tie annotation procedure is guided by the Chinese PropBank specifjcation, which is originally developed to cover fjrst language phenomena. Nevertheless, we fjnd that it is quite comprehensive for handling second language phenomena. Tie inter-annotator agreement is rather high, suggesting the understandability of learner texts to native speakers. Based on our annotations, we present a preliminary analysis of competence errors related to argument structure. In particular, speech errors related to word order, word selection, lack of proposition, and argument-adjunct confounding are discussed We are also concerned with building interlanguage-specifjc natural language processing systems. We present a preliminary evaluation

f three representative semantic role labeling models to gauge how successful a computational model can be to

automatically analyze argument structures for learner Chinese. Suyuan FANG (PS-11) Observing Tibetan “Minkaohan” Students in High School English Class “Minkaohan” students refer to Chinese-educated minority students in Mainland China. Due to a unifjed high school syllabus and the guiding role of College Entrance Examination(Gaokao), Tibetan “Minkaohan” students are expected to learn Tibetan as their native language, Chinese as the national language and English as a third language. Unlike their Han majority peers, they are struggling every day in language choice and learning, experiencing the interference of both Tibetan and Chinese on English learning and cultural confmict in class. Yet some students manage to overcome the barriers and thrive from all the confmicts, becoming good English

learners. In this study, the author utilizes educational research instruments(classroom observation and inter-

view) to reveal the current status of Tibetan “Minkaohan” students in English classes through a case study in Xinzhou Senior High School and tries to propose several pedagogical implications on trilingual classroom teaching, hoping to build a harmonious English class where difgerent languages and cultures are celebrated Yanhong FEI and Brefgni O’ROURKE (PS-21) Adult migrants in Ireland: Language needs and life needs During the past two decades, Irish society has embraced a great diversity with the fact that roughly 12% of the population is of non-Irish background. For one thing, English, as the lingua franca in Ireland, is considered to be a key component for migrants to integrate into the public life. For another, migrants’ diverse language backgrounds also enrich the linguistic resources of this country. Tiis study aims to investigate the language learning needs of adult migrants with respect to their lives in Ireland, compare their perceptions to those of their English teachers and compare learners’ and teachers’ perceptions of their needs to current language support provision from the view of linguistic aspects.

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Tiis research adopted both qualitative and quantitative research methods, using a paper questionnaire and semi-structured interviews to collect students’ information. A focus group was used to collect teachers’ perceptions of adult migrants’ language needs and policies in Ireland. Tie questionnaire, semi-structured interview and focus group were all conducted in Ballybough Intercultural Community Centre and St. Catherine’s Community Centre in Dublin. Tie results show that generally adult migrants hold a positive attitude toward the life in Ireland and English is their biggest obstacle to live in this country. Language centers play a vital role in adult migrants’ integration into the Irish society. Tiese centers not only are the places where migrants learn the language itself but also might be the fjrst step for them to contact with the local community and to build the confjdence in living in this country. Gene Marie FLORES and Paolo Nino VALDEZ (PS-3) Inequalities of Multilingualism and Social Justice: An Examination of Legal Processes in the Philippines While language education in the Philippines remains to be multilingual, implementation of difgerent language policies is not only infmuenced by national and/or local goals but are constrained by the ideological values associated to these languages. Tiis paper examines the inequalities of multilingualism in the case of the legal domain in the Philippines. While earlier work on the inequalities of multilingualism in the country delves on the medium of instruction in education, discursive processes and the language of texts in the legal domain appear to clash with the purposes of language policies that promote multilingualism. Tirough the examination of legal texts, processes at difgerent levels in legal administration, and interviews with practicing lawyers, it was identifjed that language and discourse in this domain pose signifjcant problems in the reception and interpretation of legal matters. Moreover, we argue that while much attention is given on the merits of mother tongue education in the country, domains such as law and governance appear to subscribe to the monoglot ideology which in turn creates unequal practices that may be unjust for certain sectors in Philippine society. Leif Andrew GARINTO and Paolo Nino VALDEZ (PS-17) Critical Pedagogy and Multimodality in the Philippines: Engaging Learners in a Post Truth Era While language classrooms are interesting sites for cultural learning, the infmuence of multilingualism in communities create meaningful opportunities for student engagement. Tiis is greatly amplifjed with the range of communication technologies available to educators, making language classes go beyond the confjnes of the four walls of the classroom. However, the emergence of the post-truth era in politics have create unsafe spaces for communities to be marginalized. Tiis paper reports insights from a wider project in using critical pedagogy and multimodality in the English language classroom in the Philippines. It initially describes the challenges in implementing critical pedagogy in the Philippines and then proceeds with examining multimodality as a tool in allowing students to have greater participation in discussions. Drawing on Luke and Freebody’s (1990) four resources model, the paper proceeds with reporting insights drawn from student projects regarding relevant socio-political issues in the Philippines. Data analysis reveals that engaging students in multimodal projects allows them to develop their voice and identity as learners, allows them to recontextualize issues relevant in society and promotes counterdiscourses which are all necessary for bilingual/multilingual classrooms. Haoyan GE (PS-22) L1 Infmuence on L2 Comprehension of Focus-to-prosody Mapping: An Experimental Study Tiis study investigates the infmuence of native language (L1) on second language (L2) comprehension of focus-to-prosody mapping, through a cross-linguistic comparison between Cantonese L2 and Dutch L2 learners

f English. Tie realization of focus is language specifjc: prosody is the primary device to encode focus in Dutch

and English, whereas focus particles and word order are mainly used in Cantonese for the same purpose. Tie comparison between these two L2 groups makes it possible to tease apart potential L1 efgects from possible general L2 processing efgects.

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In a comprehension experiment, participants were presented with question-answer dialogues and were asked to judge whether the answer made sense for the question in a certain context. Tie results revealed signifjcant difgerences between the L2 groups: Cantonese L2 learners showed similar percentage of ‘YES’ judgments and longer RTs for answers with inappropriate prosody than those with appropriate prosody. Tie results suggested that prosody afgected how accurate and how fast Dutch L2 learners and native controls comprehended focus in English independent of focus position, whereas it played little role in Cantonese L2 learners’ comprehension of focus in English, providing supporting evidence for L1 efgects on L2 comprehen-

sion. Tie fjndings may help future pedagogic applications by informing precisely which aspects of prosody

may be particularly diffjcult to acquire in a teaching setting. Tie results have the potential to inform English language teachers how to adjust the teaching of prosody for specifjc needs of L2 learners with difgerent language backgrounds. Yijia GU (PS-5) Student Silence in Tertiary EFL Classes in China: Emotional and Pedagogical Responses from Teachers Recent years have witnessed the growing number of research on student silence, including its causes, categories and infmuences in L2 acquisition and development. Tiere is, however, the paucity of scholarly attention paid to the efgects of negative learner silence on classroom participants, i.e., on teachers and students themselves, especially in the tertiary EFL context in China. Tiis research fjrstly explores the perceptional mismatch of silence behavior between language learners and teachers at a Chinese university. As student silence is socially and contextually constructed, the Dynamic System Tieory (DST) approach is adopted to further clarify the three types of negative afgective silence by Smith & King (2018) and investigate the interplay of social, cultural and contextual factors for EFL classroom silence in China. Quantitative questionnaire is employed to collect data from 178 students. Follow-up semi-structured interviews were conducted with their fjve English teachers to analyze the emotional efgects of silence on teachers and their subsequent pedagogical responses. Emotional regulation strategies and feasible pedagogical approaches are thus proposed for teachers to mitigate negative student silence in EFL classes, both at Chinese universities and in other learning contexts. Eiko GYOGI (PS-9) Awareness of “Others” Around You: Another Potential of Translation Activities in the Language Class- room Increasingly, studies have reported several benefjts of using translation in the language classroom for bilingual

education. Tie benefjts include developing communicative skills and intercultural competence and empower-

ing students from minority backgrounds. Tiis study suggests another benefjt of translation, which is awareness

f “others” around you.

Tie data was collected at beginner- and intermediate-level Japanese language classrooms at a university in the U.K. Fourteen beginner-level students and 14 intermediate-level students participated in a series of fjve treatment sessions on a voluntary basis. In each class, students were given a translation task involving real-life purposes and real-life audiences. Tiis study analysed students’ learning journals and audio-recorded post-session interviews. Tie data were coded sentence-by-sentence, using qualitative analysis sofuware, NVivo, and divided into several categories. Afuer that, the core theoretical concepts that best represent these categories were identifjed. Tiis study focuses on two concepts identifjed by the analysis, which are “other’s stance” and “own stance” . Tie results show that translation activities not only prompted students to consider how to translate the source text but also provided students with an opportunity to discover the variety of interpretations and perceptions from the same text by their peers. Further, regardless of whether students agreed with their classmates, the various interpretations and translations created a space for discussion and dialogue within the classroom, which helped them construct, shape, and refjne their own translations. Tiis study suggests another potential of translation activities in the language classroom, which is to make students aware of not only the target culture but to also make them consider how the text evokes difgerent perceptions, emotions, attitudes, and values in each person.

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Jirka HANA and Barbora HLADKA (PS-20) Syntactic annotation of a second-language learner corpus CzeSL (Hana et al 2010, http://utkl.fg.cuni.cz/learncorp/) is a learner corpus of texts produced by non-native speakers of Czech. Such corpora are a great source of information about specifjc features of learners’ language, helping language teachers and researchers in the area of second language acquisition. Each sentence in the CzeSL corpus has an error annotation and a target hypothesis with its morphological and syntactic annotation. However, there is no linguistic annotation of the original text. Tiis means we can see what grammatical constructions the authors should have used but not what they actually used. And we can analyze their grammar only indirectly via the error annotation. For these reasons, in our project, we have focused on syntactic annotation of the non-native text within the framework of Universal Dependencies (http://universaldependencies.org). As far as we know, this is a fjrst project annotating a richly infmectional non-native language. Our ideal goal has been to annotate according to the non-native grammar in the mind of the author, not according to the standard grammar. However, this brings many challenges. First, we do not have enough data to get reliable insights into the grammar of each author. Second, many phenomena are far more complicated than they are in native languages. Our annotation principles include:

When form and function clash, form is considered less important. For example, if a word functions as an ad-

jective, we annotate it as an adjective even if it has a verbal ending.

When lacking information, we make conservative statements.
We focus on syntactic structure and the most important grammatical functions, annotating unclear functions

with an underspecifjed label. We believe that the most important result of this project is not the actual annotation, but the guidelines that can be used as a basis for other non-native languages. Frankie HAR (PS-7) Active learning pedagogies in undergraduate ESL classes using mobile applications Dual Nobel Prize Winner Linus Pauling (cited in Kastelle, 2010) famously stated “the best way to have a great idea is to have a lot of ideas.” Active learning is defjned as “anything that involves students in doing things and thinking about the things they are doing” (Bonwell & Eison, 1991, p. 2). Similarly, other educationalists like Felder & Brent (2009) further defjne active learning as “anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes” (p. 2). Due to the learning passivity, both teaching and learning mode in an Asian university classroom seems to be a

ne-way street. Students tend to rely on teachers delivered information, rote learning and memorization (Bal-

lad and Clanchy, 1991). As to enhance students’ learning experience and teaching efgectiveness, this pilot study investigates how the newly launched mobile apps, Badaboom!, afgects student engagement among fjrst-year university ESL classes. Inspired by the current gamifjed mobile phone app “Kahoot!” , Badaboom! is a game-based classroom response system which integrates a game approach into the traditional classroom by incorporating difgerent gaming elements like goals, rules, competitions, timing, reward structures and feedback through problem-solving activ-

ities. At the end of the term, each student was asked to complete an online questionnaire commenting on the

efgectiveness or otherwise of this mobile app technology. Tie pilot study refmects that, most students favour the interactivity and engagement afgorded by Badaboom! due to the strong instructor-student and student-student interaction as well as students’ increased engagement. Nevertheless, a minority raised concerns regarding unstable institutional Wi-Fi connectivity. Tiis study suggests that such technological device can enhance learning autonomy and efgectiveness amongst Asian students in tertiary ESL classes.

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Yitian HONG (PS-18) Language shifu in a Chaozhou-speaking family across three generations: from the perspective of story-telling Tiis study investigates the language shifu pattern of a minority language, Chaozhou, in its indigenous area, a Chaozhou and Mandarin bilingual society. Tie study works with a primary focus on a Chaozhou-speaking family across three generations from the perspective of story narration. Eighteen participants from the same family and with similar linguistic background were recruited. Tieir speech data was collected by story-telling. Tieir language choice in story telling was found to be correlated with their language profjciency and language requirement of the society. Language profjciency in narration indicated by the number of utterances used demonstrated the decline of language ability of Chaozhou in the young generation. Difgerent styles of telling the story, such as naming of the characters and use of folk sayings demonstrated a literal style oriented language shifu across generations. A bilingual family with members shifuing from Chaozhou monolinguals in fjrst generation to Mandarin dominant bilinguals in the third generation can be suggested in the study. Tie loss of Chaozhou in the third generation is obviously observed. Tie study contributes to the limited empirical data on a minority Chinese variety and on its interaction with a societal majority language. Erna IFTANTI (PS-15) Inter and Intra-Culture-Based Group Discussion To Promote Learning Autonomy in a Bicultural Class Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom

r out-of-classroom context. Yet, for bicultural class consisting of Indonesian and Tiai EFL students in Indo-

nesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two difgerent cultural backgrounds faced some underlying learning problems. Tiere- fore, to establish learning autonomy is signifjcant. Tiis article is then aimed at describing out-of classroom learning practices which proved to be able to promote their learning autonomy. Tiis research done qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter-culture and intra-culture-based group discussion conducted in and out-side classroom

settings. Tiis fjnding can be considered as important insight to create EFL students’ learning autonomy which

contribute to prevent from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved. Jiayu HE (PS-21) How Dialect Experience and Extents of Bilingualism Afgect Chinese Children’s Phonological Awareness Bilingualism has been proved to afgect children’s language and cognitive development in various ways, including their phonological awareness. However, the fjndings in this specifjc area appear to be mixed and whether difgerent varieties of bilinguals perform difgerently is still understudied. Tie current study aims to fjnd out how dialect experience and difgerent extents of bilingualism afgect Chinese children’s phonological awareness. A total of 38 kindergarten children (aged between 5;7,4 and 6;8,15) were recruited, including a monolingual group speaking only Mandarin, a balanced bilingual group speaking Mandarin and Shaoxing Wu, as well as a receptive bilingual group speaking Mandarin and understanding Shaoxing Wu but without the ability to productively use it. Tie results showed that dialect experience positively afgects the overall performance of bilingual groups, with balanced bilinguals surpassing receptive bilinguals. Bilingual children also showed advantage in tasks concerning novel syllables, indicating that their advantage might come from a bilingual efgect rather than just cross-language transfer. Moreover, the study demonstrated a qualitative difgerence between balanced bilinguals and receptive bilinguals. Tie current research is one of the very few to describe language development of receptive bilinguals and one of the not many to focus on phonological awareness of Chinese children with dialect experience.

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Soon Young JANG (PS-6) Korean-Canadian Children’s Bilingual Learning Tirough A Multi-Generational Ethnic Church in the GTA, Canada With increased international migration, Canadian society is becoming more linguistically and culturally diverse, and bilingualism is becoming an everyday reality for many people. Despite this reality, language policies in On- tario, Canada only allow English or French to be utilized as mediums of instruction at school, resulting in the linguistic mismatch between policy and practice for children whose home languages are other than these two

ffjcial languages. Immigrant children are exposed to languages and cultures of home and ethnic community

as well as mainstream school and society. Tiey develop bilingual and bicultural competency as they grow up, and heritage language schools play a vital role in developing and maintaining their ethnic culture and language. Korean immigrants are one of the fastest growing visible minorities in Canada, and for Korean immigrants, ethnic churches mean more than a spiritual venue as they provide emotional and practical support, and serve as language schools to Korean-Canadian children (Shin, 2005). Tius, this study asks 1) how are the Korean and English languages positioned at various levels within the church (e.g. language classroom, Sunday school, and church ministries)? 2) what are the constituents that support Korean-Canadian children’s bilingual development within and beyond the church? And in what ways are they supporting children’s bilingualism? Tiis ethnographic case study, which took place at a multi-generational Korean ethnic church in the Greater Toronto Area (GTA), involved yearlong classroom observations, and interviews with church leaders, teachers, parents, and children. Curriculum materials and children’s artifacts were also examined, and attending meetings of this school and of the Canadian Association of Korean Schools (CAKS) and of the Korean Canadian Schools Association of On- tario (KCSA) expanded understandings of this multi-layered support system for Korean-Canadian children’s heritage language learning and development. Simiao JIANG (PS-13) Learner Perceptions on Mobile Apps in English Vocabulary Learning: An Interpretative Phenomenological Analysis Nowadays, information communication technology (ICT) has brought about great possibilities for education. Tie popularization of smartphones, together with various applications, makes it an important device in language learning and teaching. Sajed INGILAN (PS-6) Language and Identity of the Dabawenyos: Exploring the Linguistic Landscape of the Two Major Streets in Davao City, Philippines Davao City, one of the competitive cities in the Philippines, is home to Lumads, Muslims, and Christians who are called as Dabawenyos. Hence, it is interesting to look into the language and identity of the Dabawenyos. In this study, I explore this aspect of language and identity as it manifests itself through the linguistic landscape of the two major streets in Davao City namely Claveria and San Pedro. It examines how the linguistic landscape of the two major streets in Davao City indexes the identity of the Dabawenyos. Specifjcally, it aims to determine the types of signs in the two major streets and identify the languages used in these signs. Tirough quantitative and qualitative methods in linguistic landscape research, fjndings revealed that bottom-up signs clearly constitute a majority of the linguistic landscape which shows that the linguistic landscape of two major streets is shaped more by the citizens than the government. Tie vitality of linguistic diversity is present which indexes the identity of the

Dabawenyos. English in top-down signs in the two major streets indexes the national identity of the Dabawenyos,

while it indexes the internationalization of the city in the bottom-up signs. Filipino indexes the presence of small group of Filipino speakers, Cebuano and Davawenyo index the ethnic identity of the Dabawenyos, and Arabic indexes the Arabic-speaking Muslim tribes in the city. It is hoped that this study on linguistic landscape could contribute to the development of discourse on language and identity of the Dabawenyos.

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Vocabulary, as the building block of language, plays an essential part in English learning and attracts much attention from Chinese app developers. It is important to understand how Chinese English language learners perceive the vocabulary learning experience with mobile apps, in order to optimize the learning outcomes and pedagogical instructions. Tierefore, this research has addressed two questions—the use pattern and learners’ perceptions on mobile apps in vocabulary learning. Four Chinese English language learners have been invited to participate in semi-structured interviews and an app using trail (which meant to evoke thinking). Tie interview transcripts and learning journals during the trial are collected as original data. Tie interpretative phenomenological analysis (IPA) is employed throughout the research as an analytical framework. Meanwhile, the cognitive theory of multimedia learning (CTML) proposed by Mayer (2009), which is based on the dual-channel assumption, the limited capacity assumption, and the active processing assumption, is referred to in the interpretation of results. Tiree themes have been identifjed, which are patterns of use, perceptions on autonomous learning and vocabulary acquisition, and app using experience. Tie fjndings indicate that learners hold a positive attitude towards app learning, regarding it as an efgective, convenient, fmexible and informative approach for word acquisition. However, there are also drawbacks, such as, unstable internet connection, dis- traction and operational diffjculties. Implications with pedagogical concerns and suggestions for app design are discussed. Wei JIN (PS-4) 母语为俄语的中级水平汉语学习者的语篇衔接偏误研究本文以语篇衔接理论为指导，以三亚学院母语为俄语的中级水平留学生在写作课上的习作为研究对象，将习作中出现的语篇衔接偏误进行归类统计及分析，并对习作者进行有针对性地回忆性访谈，从而总结出母语为俄语的中级水平留学生的语篇衔接偏误类别，并对其产生原因做深层次剖析。本文旨在对汉语写作课提出建设性意见，从而有针对性地提高母语为俄语的中级水平留学生的语篇习得能力。研究发现：连接偏误在所有偏误中占比最大，其次是照应偏误和省略偏误，而替代偏误在该类学习者没有出现；基于对偏误的分析及对习作者的访谈，我们认为造成语篇衔接偏误的主要原因有二，一是学习者母语即俄语与汉语间的差异；二是写作教学中教师对语篇教学的忽视。 Mikyung KIM (PS-11) A Study on How English-speaking KFL Learners Use ‘Sentences without Subject’ Korean native speakers ofuen use ‘sentences without subjects’ , sentences of which subjects can be assumed but are omitted or cannot be assumed. It is easier to omit a subject in Korean than in English. Tiis analysis indicates that Korean and English have difgerent syntactic rules in terms of subject omission. In addition, it could be diffjcult for English-speaking KFL learners to learn Korean subject non-assumable sentences, because subjects are required in most English sentences. Due to these difgerences in L1 and the target language, Eng- lish-speaking KFL learners are assumed to have diffjculty acquiring Korean sentences without subject. Based

n this assumption, this paper tries to observe the diffjculties of acquisition of Korean sentences without sub-

jects by analyzing the writing corpus of KFL learners and Korean native speakers. In this study, sentences are classifjed into three categories according to ‘the presence of subject’ and ‘the pos- sibility of assuming subject’ when the subject is not present: 1) sentence with subject, 2) subject-omitted sentence, 3) subject non-assumable sentence. Tiree categorized sentences in writing corpora are analyzed to fjnd

ut if there are distributional difgerences in usage patterns: 1) between English-speaking KFL learners and

Korean native speakers and 2) among the learner groups according to Korean profjciency. Tie research results were difgerent from expectations. Tie ratio of subject-omitted sentences in English-speaking KFL learner ’s writings was higher than that of Korean native speaker’s writings, and the ratio of subject non-assumable sentences in KFL learners’ writings was similar to that of Korean native speakers’ writings. However, in terms of diversity of sentence patterns, it is diffjcult to state that the KFL learners can use subject non-assumable sentences as fmuently as Korean native speakers, because the KFL learners use only a few sentence patterns compared to Korean native speakers.

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Yu Hang KWAN (PS-12) A Case Study of the Presentation of Indirect Complaints in an ELT Textbook Unit in Hong Kong: Its Ped- agogical Implications Previous studies on ELT materials design have identifjed some limitations concerning the presentation of speech acts in commercially-produced textbooks. Yet, rarely do these studies suggest possible ways for frontline teachers to adapt textbooks to teach a target speech act. Tiis paper intends to fjll this niche through a case study which aimed to evaluate the presentation of indirect complaints, which abound in daily conversations, in ELT textbooks, and to draw pedagogical implications from the evaluation. In connection with the fjrst aim, a unit selected from a popular junior secondary (Grades 7 to 9) ELT textbook series in Hong Kong was surveyed in detail through a page-by-page content analysis, with a focus on the ways the textbook unit introduces learners to indirect complaints. Tie evaluation of the unit reveals that while it displays relative strengths, three key issues merit attention. First, the explanation of the nature of complaining, as well as the distinction between direct and indirect complaints, appears to be insuffjcient. Second, the typical pragma-linguistic resources used in complaining are much neglected, as the language items introduced in the unit are by and large unrelated to complaint-making. Tiird, the unit falls short in drawing learners’ attention to the socio-pragmatic variables which may infmuence complainants’ strategy preferences and linguistic choices. Afuer the evaluation of the unit, this paper addresses its second aim by presenting a sample unit plan and related teaching and learning activities to demonstrate how the surveyed textbook unit can be improvised, with reference to the ideas of concept-based instruction, noticing hypothesis and socio-cultural theory. It is hoped that this paper will be able to stimulate discussion on how ELT practitioners may gain insights from second language learning theories to modify textbook resources to teach speech acts, including indirect complaints. Yujin KWON (PS-21) English-Korean Translation Methods of Film Titles by Genre and Time A fjlm title is one of the most directly infmuential elements in the audience’s interest in and desire for seeing the

fjlm. Since a properly translated movie title can provide information about the plot, add attraction to the fjlm,

and thus stimulate the audience’s attention (Yin 2009), the study on translation strategies of fjlm titles needs to be more specifjcally achieved. Tierefore, this study investigates the preference for fjlm title translation methods by genre and time when translating English titles into Korean, extending its research scope unlike previous studies limited to a specifjc year or a particular genre. In this research, data consists of 1,914 British and American fjlms released from 2008 to 2017. Tie fjlms are classifjed into 11 movie genres: drama, action, comedy, romance, SF, fantasy, animation, horror, crime/mystery, thriller, and documentary. As an analysis framework, translation methods comprise zero translation, transliteration, literal translation, free translation, and mixed translation. Analysis results show that all the genres, except animation and fantasy, use transliteration the most, and that the most preferred translation method during the decade is also transliteration, followed by free translation, mixed translation, literal translation, and zero translation. To conclude, the task of translating English fjlm titles into Korean prefers transliteration the most. Tiis study would be benefjcial, as it refmects Korean cultural setting where English is a familiar foreign language. Moreover, it may provide insights for conducting similar type of research in other contexts such as Chinese-Korean translation and Korean-English translation. Man Fong LAM, Siu Yu LAU, Kin Po CHAN and Yuet Ying LO (PS-10) 香港大學生普通話學習情況調查回歸以來，香港大學生的普通話水平仍有待改善。以往的普通話教學研究多從教學者的經驗出發，集中分析香港普通話學習者常犯的語音錯誤。然而，針對學習者的學習背景、學習時間、學習動機等情況的分析較少。本文以香港一所大學25名粵語為母語的本科生作為調查對象，採用問卷調查和訪談等方法，考察其普通話的學習情況。希望從學習者的角度，了解他們的學習背景和策略，探討針對性的教學模式。調查結果顯示，受訪者學習時間雖然超過十年，但普通話自我評價仍然較低。相對中小學而言，大學普通話學習積極性更高。其次，學習模式單一，主要限於課堂學習。第三，普通話的口語表達僅限於課堂。最後，受訪者普遍認為自己的聽力比口語好，學習動機主要為有利就業。

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Bomi LEE (PS-7) An Analysis on Readability of Korean Reading Textbooks Tie purpose of this study is to analyze the readability in Korean reading textbooks whether adequate reading texts are available at the level of learners. Presenting appropriate reading texts to the learner is very important for enhancing efgects of the learning Korean reading. If learners are given text that is much easier than their level, they can feel bored. On the contrary, if learners are given text that is too diffjcult, they may feel frustrated and give up learning. It is necessary for the learners understand the text, at the same time, to have an appropriate level of text to acquire new information and motivate learning. Tiis study analyzed the readability of Korean reading textbooks using readability formula developed for Ko- rean L1 speakers. Unlike other studies in Korean language education were infmuenced by English education, and the majority of studies were using the Dale-Chall formula without localization. Tiis formula developed by Yoon (2006) has revealed that it is applicable to Korean text through statistical tests. Tiis formula uses ‘vocabulary diffjculty’ and ‘sentence length’ to determine the readability, which is similar to the Dale-Chall formula. As a result of this readability analysis, it is found that the reading textbooks consist of various diffjculty levels. Especially, the result shows that the scores difger more than two times in the same grade 6 (advanced) textbook, but it is not appropriate to make too much difgerence of diffjculty in the same textbook. In a textbook of a certain level, the texts should be maintained at the certain level, and the diffjculty level should be gradually increased as the profjciency increases. However, it was found that the texts of the textbooks were developed without any consideration of readability. Tierefore, in order to develop the reading textbooks in the future, the diffjculty level of the text should be appropriately selected considering learners’ level. Cynthia LEE (PS-1) Computer-generated Content Feedback and English Writing: Observations of Adolescent Chinese Eng- lish Learners’ Writing Progress, Feedback-Seeking Behaviors and Evaluations Tie aims of the paper are twofold. First, it describes the design of the enhanced version of the Essay Critiquing System (ECS2.0) that gives computer-generated content feedback (i.e., writing ideas) for English writing. Tien it reports and compares the writing progress (i.e., scores and essay lengths), frequency of seeking computer-generated feedback and timing of seeking the initial feedback, and end-of-use questionnaire results of 59 Secondary 3 and 4 students aged 13-16, representing high, mid and low English profjciency levels of two sec-

ndary schools in Hong Kong. Tiey used the System to write fjve topics of argumentative essays in workshops
ver the period of study. Drawing on the overall writing and content scores, it was found that the three groups
f students did not achieve statistically signifjcant difgerences in most of the workshops. However, the mid pro-

fjciency students demonstrated a statistically signifjcant difgerence (p<.05) in the timing of seeking their initial feedback from the System in three workshops. Tie high and the mid profjciency students gave more positive evaluation on the usefulness of the System than their low profjciency counterparts in the questionnaires. Tie analysis enables teachers and schools to understand the learning progress of difgerent profjciency levels of students, and to make informed pedagogical decisions for low profjciency students in particular.

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Vivian LEE (PS-6) Tie Translation Brief for Translation Tasks: A Look at the Undergraduate Translation Classroom Tiis paper looks at the use of the translation brief in the undergraduate classroom at a university in Seoul, South Korea, and explores its pedagogical usefulness in encouraging contemplation and increasing sensitivity to the difgerences in languages and cultures. For the class, students translated news articles from the source language Korean into the target language of English. Each task was accompanied by a translation brief, which stated the client and purpose of the translation product. Sunghwa LEE (PS-15) Pre-editing strategies for machine translation Tiis study aims to develop pre-editing strategies that can be employed before running machine translation (MT), specifjcally Google Translation (GT) and Papago. In the 4th industrial revolution era, Translation Stud- ies faces new facets.One of the main impacts is that MT, which is available for anyone with no cost, is a very useful and powerful method for rendering one language into another language or into even multiple languag-

es. Tiere have been studies regarding how to use MT efgectively; but most studies focus on post-editing, i.e.,

editing the text afuer running MT. Tiis study explores how to modify the source text (ST), English so as to produce a better Korean text, which is a target text (TT). Tie ST includes three texts: Obama’s speech on feminism and two news articles. A total

f 2651 words are in the STs. Tie texts were fjrst run through both GT and Papago; with the productions of

TT examined, the STs were edited and again run through the MT. If the TT produces a better result and if the same strategy works out more than three times, then the strategy is considered to be stable like a rule. If any strategy applies less than two times, it is considered as a pattern, in which case more data are required for future study to confjrm whether the pattern can be stable enough to be considered as a rule. Ken LI and Merrilyn GOOS (PS-4) Promoting Statistical Tiinking Using Classroom Discourse Classroom discourse is benefjcial to learning as enabling students to verbalize their thoughts to sustain dis-

cussions. Tirough discussions, the students came to see the same problem difgerently and proposed inter-

pretations of problem settings leading to difgerent approaches to problem solving. To respond to their peers’ feedback or difgerent approaches, they communicated their own beliefs, ideas, and understanding, thus making difgerent contributions and generating a more comprehensive view of the problems. In addition, teacher-student discourse exhibits the form of scafgolding assistance in the way that guiding students’ thinking towards knowledge construction and problem solving. Nevertheless, how the discourse promotes learning when inte- grating IT into statistics classroom is not clearly known. A study was therefore conducted to analyze classroom discourse of fjfuy-eight bilingual students enrolled in the Higher Diploma in Applied Statistics and Computing course in an institute of vocational education. Tie students were divided into small groups in order to increase

pportunities for peer learning and teacher’s intervention. When they were accomplishing learning tasks col-

laboratively with their teacher and peers, there was necessarily a substantial amount of classroom discourse. Tie discourse was audio-recorded and analyzed with the aid of the frameworks developed by Mercer, Kumpu- lainen, as well as Tiarp and Gallimore.

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Jing LI (PS-22) EFL Teachers’ Identity Development in a Transitional Period: A Chinese Experience Tie forthcoming College English Teaching Guide of Mainland China put forward new requirements for the structure and content of College English courses, which expect the universities to ofger EAP(English for Academic Purposes) courses to non-English major students to cultivate their academic competence. Based

n Toohey’s sociocultural theoretical model, this article explores how Chinese EFL teachers respond to the

educational policy and how their autonomy and agency afgect the development of their professional identities in the transition from EGP (English for General Purposes) teaching to EAP (English for Academic Purpos- es) teaching through a narrative inquiry of three EFL teachers in a university of Eastern China. Drawing on data from in-depth interviews, the inquiry revealed that EGP teaching greatly constrained the participants’ autonomy and agency. As a result, the participants constructed a traditional and passive teacher identity. Tie inquiry also indicated that when the participants began teaching EAP course, they experienced an initial dark period, which was characterized by a sense of uncertainty and insecurity. However, they could have more autonomy and exercise their agency by making use of available resources and refmective teaching practice, which verifjed the triangular relations(persons, resources and practices) of Toohey’s theory. On the one hand, their professional identities were enhanced by their increasing confjdence and self-fulfjllment. On the other hand, they were still confronted with many challenges and tensions, which limited their professional identity

development. Tie paper can shed some light for EFL teachers’ professional development.

Chang LIU (PS-1) Emotion and motivation in the language classrooms: a pilot study on university students learning Chi- nese in a short-term study-abroad program in Hong Kong Tiis study investigated Foreign Language Enjoyment (FLE), Foreign Language Anxiety (FLA) and language learning motivation among 17 college-level Chinese-as-an-additional-language (CAL) learners who participated in a fjve-week study-abroad (SA) program in a Hong Kong university.Responses to two Likert-type scales, Foreign Language Enjoyment Scale and Chinese Language Learning Anxiety Scale, along with answers to a series of open-ended questions related to enjoyable and anxious incidents in and outside the classroom and CAL learning motivation, were collected at the end of the SA program. Preliminary results revealed that CAL learners demonstrated relatively high levels of enjoyment and medium-low levels of anxiety. Female CAL learners tended to enjoy more but also feel more anxious than their male counterparts. Chinese heritage language (CHL) learners were more anxious and enjoyed less than non-CHL learners. Reasons for learning Chinese, choosing HK as a destination, and joining in a SA program showed that both integrative and in- strumental motivations engaged in CAL learners’ language-learning-related choice-making behaviors. Par- ticipants’ description on incidents that trigger emotional reactions provided practical implications for CAL instructors on how to facilitate enjoyment in the learning process. It was found that most peer discourse was of the exploratory type, characterized by reasoning and thinking, and only a few instances were classifjed as cumulative when students were attempting straightforward learning tasks or maintaining harmonious social relations. Interestingly, students’ actual progress in the tasks was linked to the teacher’s interventions. During the interventions, the teacher-student discourse illustrated mod- elling, questioning, cognitive structuring, and contingency management were useful means of scafgolding assistance to guide students’ thinking towards knowledge construction as well as problem solving. Tie fjndings resulting from this analysis of classroom discourse are grounded in the sociocultural theories of learning.

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Jing LIU (PS-13) EFL Teachers’ Identity Development in a Transitional Period: A Chinese Experience Tie forthcoming College English Teaching Guide of Mainland China put forward new requirements for the structure and content of College English courses, which expect the universities to ofger EAP(English for Academ- ic Purposes) courses to non-English major students to cultivate their academic competence. Based on Toohey’s sociocultural theoretical model, this article explores how Chinese EFL teachers respond to the educational policy and how their autonomy and agency afgect the development of their professional identities in the transition from EGP (English for General Purposes) teaching to EAP (English for Academic Purposes) teaching through a narrative inquiry of three EFL teachers in a university of Eastern China. Drawing on data from in-depth interviews, the inquiry revealed that EGP teaching greatly constrained the participants’ autonomy and agency. As a result, the participants constructed a traditional and passive teacher identity. Tie inquiry also indicated that when the participants began teaching EAP course, they experienced an initial dark period, which was characterized by a sense of uncertainty and insecurity. However, they could have more autonomy and exercise their agency by making use of available resources and refmective teaching practice, which verifjed the triangular relations(persons, resources and practices) of Toohey’s theory. On the one hand, their professional identities were enhanced by their increasing confjdence and self-fulfjllment. On the other hand, they were still confronted with many challenges and tensions, which limited their professional identity development. Tie paper can shed some light for EFL teachers’ professional development. Xiaoyun LIU (PS-1) Analyzing the discrepancy of Bilingual children on wh-topicalization acquisition under interface hypothesis In Chinese wh-questions, it seems that wh-words are always stay in situ, while in English, wh-words should move from situ position to the initial as the Spec of CP. However, Chinese wh-questions interrogative sentences can also be tropicalized under some constrains. Bilingual(Ethnic Chinese) children have discrepancy on the acquisition difgerent from both monolingual(native English speaker) L2 learners and native speakers. To fjnd out this discrepancy and the reason behind results, this article is organized as follows. Section I gives an introduction about the difgerence between Chinese and English, and the reason to do this study. Section II reviews the studies about the acquisition

f bilingual children, previous researches of wh-topicalization underlying interface hypothesis. Section III de-

scribes the details of the experimental study and reports the results. Finally, Sections VI and VII present a discussion and the conclusions. Tie possible outcome is, although English speakers are able to make the distinction in their L2 Chinese grammars by allowing D-linked wh-elements to tropicalize, elements in external interface seem not be acquired ex- actly the same as native speakers, the acquisition in external interface may not be domain-wide. Existing previous results also imply that the vulnerability of wh-topicalization of “shei -who” for English speakers seems likely to be representative in nature than to relate to a processing problem. Tiis, however, does not mean that all problems with L2 external interfaces are likely to result from a defjcit on the basis of the representations of L2 grammars. Interfaces, whether internal or external, are complex enterprises in L2 acquisition and may not always lead to domain-wide problems. Under LAD, FA approaches and UB theory, there are difgerence between the performance of bilingual learners and monolingual L2 learners, especially in complicated syntax-discourse

interface. In external interfaces, ethnic Chinese bilingual children show a wider range of acquisition, but lower

degree of sensitivity and recognition.

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XingGuo LIU (PS-16) 网络语言舆情视角下中国大陆民众普通话和方言态度研究本研究基于近10年来中国大陆语言舆情的案例分析，旨在发现民众对普通话和方言的态度，探索语言教育政策的应对策略。研究问题是网民的语言态度如何影响管理者决策。作者构建语言舆情的因素框架和政策回应的概念框架，研究对象选取两起有关小学语文教材的语言事件，“‘林荫道’还是‘ 林阴道’”和“‘外婆’改‘姥姥’”。政府对这两起事件采取截然不同的回应方式。数据采集来自 2100条微博博文和对微博大V的近20000微博跟帖。数据分析采取NVivo 11 进行编码和聚类分析。研究发现微博对于语言舆情传播具有推动作用，有影响力的个人和机构对舆情具有主导作用，而民众的语言态度对政府决策的影响则要结合语言政策因素和社会文化、社会政治因素进行分析。 Simao LUIS (PS-23) A Survey of Attitudes towards Codeswitching among University Student Teachers in Mozambique Research in postcolonial contexts (e.g., Hong Kong, Sub-Saharan Africa) has focused on the functions of local and colonial languages (Baker, 1992; Garrett, 2010), motivations for codeswitching (hereafuer CS) (Li & Tse, 2002) and the quantity of switches in the classroom (Lin, 2017). Little is known about the efgect of socio-biographical variables, the frequency of CS, the prior and current linguistic practices (Dewaele & Li Wei, 2014) and the medium of instruction (hereafuer MOI) (Li & Tse, 2002) on attitudes towards CS. Tiis study aims to identify the efgect of socio-biographical variables (e.g., gender, age, education level, major), the MOI, prior and current linguistic practices and the frequency of self-reported CS on attitudes towards CS. Tiis is a mixed methods study based on positivist and interpretative paradigms that measure the variables and understand CS processes based on multiple participants’ views (Creswell & Plano Clark, 2017). Tie study adopts a purposive sampling of 158 multilingual student teachers (80 males, 78 females) in difgerent levels who completed a questionnaire with closed and open-ended questions. A Spearman-rank correlation analysis revealed a positive correlation between the amount of self-reported CS and attitudes towards CS with colleagues (N=158, Rho=.099, p < .214), friends (N=157, Rho=.082, p < .308), in class (N=158, Rho=.077, p < .336) and relatives (N=156, Rho=.030, p < .0706). However, the relationship is negative with strangers (N=158, Rho=-.100, p < .211). Tiis is supported by qualitative data in which most respondents disapproved CS practices because it may create confusion in students. Al- though females showed more positive attitudes towards CS (M=3.68, SD=.888) than males (M=3.46, SD=1.12), a Mann-Whitney test showed no statistical difgerence between them. Also, there is no signifjcant efgect of age and educational level. Edgar MALONZO (PS-15) Language Choice in Expressing Expletives and Afgection among Libyan Bilinguals: A Phenomenological Study Expression and understanding of emotions are critical to interpersonal relationships. Experts have said that emotions infmuence actions, reactions, attitudes and expectations that are culturally embedded. In this regard, this phenomenological study investigated the reasons behind the participants’ preference of expression and difgerentiated the emotional signifjcance carried out by the fjrst language (Arabic) and the second language (English) among Libyan bilinguals. Tirough a semi-structured interview with 15 participants, it was found that respondents feel more comfortable using English when swearing and expressing afgection. Moreover, both male and female respondents considered swearing in Arabic to be more ofgensive than English because the nature

f Arabic swearing is more related to ofgending religious beliefs and values. It is only in heated arguments that

Arabic is preferred as they can convey their messages with ease. Signifjcantly, preference in using English in expressing afgection can be attributed to their exposure to western culture through difgerent media. However, it is worthy to note that the female respondents, if ever they get married, would prefer Arabic because it feels more genuine and holds more emotional signifjcance. But the male respondents indicated apprehension in using Ara- bic due to fear of being dominated by the women. Findings from this study provided insights concerning cultural awareness and how culture afgects the use of the fjrst and the second language.

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Leticia MARQUEZ (PS-23) Language Preference in Teaching and Learning in the Tertiary Education Language is the medium of communication in expressing ideas, emotions and understanding nature. It is essential in all aspects of social environment and plays an important role in manpower development, especially in the Philippines, where manpower is one of the greatest resources. It is also an integral part of educational practice in the classroom. Tie Philippines have 171 languages and the people can speak at least three languages. In order to develop a bilingual nation competent in the use of English and Pilipino the bilingual education policy was

ffjcially enunciated in Department Order No. 25, series 1974, on June 19, 1974 by the Secretary of Education

and Culture. Tie study focused on students’ and teachers’ preference on language used in developing instructional materials and delivery of lessons in Science, Mathematics and English using two languages. Filipino, the national language, and English, the instructional language in the three subject areas. Tie descriptive method was employed during the process of this study. Instruments that were used in the research were survey questionnaires and observation method. Tie survey questionnaires served as data to fjnd out the participants’ language preference in learning and other related activities. Observation provides data on students’ performance (recita- tions, class participation, and problem-solving) in class. Tie participants were selected teachers and students in the tertiary level of a local university. Tie results of the study shows that the participants preferred the bilingual teaching and learning method in class discussion and the students have better understanding of their lessons using Filipino and English language. However, in developing instructional materials the participants preferred the English language. Imran MUHAMMAD and Mamuna GHANI (PS-2) Role of Progressive Tense in the Defjnitions of Stative and Dynamic Verb Tiis experimental study aims to fjnd out reasons behind scanty knowledge of stative and its dynamic counter- part among the EFL learners in Pakistan as reported by Imran et al. (2016). At fjrst, this paper highlights how the matter of using statives in progressive form is a conundrum among the researchers and in grammar books. Sec-

ndly, it is focused on to what extent the defjnitions of stative and dynamic posted in Oxford Advanced Learner’s

Dictionary, which the college students studying at secondary and tertiary level in Pakistan put to good use, are debunked by the clauses inclusive of ‘progressive tense’ , incorporated therein, and resultant impact on learners’ identifjcation of these two types of main verb. Tiirdly, it stipulates how the exclusion of impetuous clauses and expansion in requisite details of relevant terms, from the defjnitions of both, can produce proliferated results. For this purpose, data was collected in two phases: in the fjrst phase, a language profjciency test was administered along with a handout used as control parameter, exhibiting the defjnitions from the dictionary; and in the second phase, same test was conducted, with a gap of a fortnight, along with another handout designed as experimental intervention, enlisted with modifjed defjnitions. Same subjects of intermediate and master’s level participated in both the tests. Tie study culminated in that certain modifjcations in the defjnitions of ibid. verbs seem prerequi- site for amelioration of their comprehension among the learners.

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Hiroshi NAKANISHI, Ren OYAMAy, Shotaro TAKAHASHI and Shinichi HOTEI (PS-20) Tie Efgect of Prosody Shadowing Training on Segmental Aspects of Pronunciation for Japanese EFL Learners Prosody shadowing training, which forces learners’ attention to perceive and immediately reproduce a model sound, has been indicated to be efgective in improving prosody in their speech (e.g., pitch range). Previous studies by Hori (2008) and Miyake (2009) revealed that students’ originally narrow pitch ranges became wider and closer to the range of native English speakers through shadowing training. However, it remains uncertain whether this training is also benefjcial to improving segmental aspects in their speech. Tius, this study explores whether prosody shadowing training promotes the quality of vowel sounds (i.e., ɪ, e, æ, ʌ, ɑ, u) in speech. Tie participants of the present study were 14 Japanese female EFL students (age, M = 19.29) who completed shadowing training tasks and oral reading tests as pre- and post-assessments. Tie passage in all the tasks was identical, comprising 227 words, and the number of targeted stressed vowel sounds (i.e., ɪ, e, æ, ʌ, ɑ, u) was statistically

equal. Tie shadowing training passage was presented orally by an American, female, native English speaker at

a rate of 121 words per minute, and participants were required to reproduce the model sounds while listening to the passage. In order to calculate how participants improved their production as a result of shadowing training, the Euclidean distance was computed between the learners’ and model’s F1 and F2 frequencies. Tie results showed that the Euclidean distance of // vowels between the learners and model was signifjcantly shorter (t(13) = −2.48, p = 0.01) through just ten phases of prosody shadowing training. Tierefore, short-term prosody shad-

wing training promotes participants’ production of segmental sounds, especially central-mid vowel /ʌ/, where

Japanese EFL learners do not necessarily pay attention to the point of articulation in production, making it relatively easy to imitate the sounds compared to other vowels. Khoirin NIKMAH (PS-14) Tie Arabic Loanwords in Javanese: Phonological Interference and Across Cultures Javanese is one of the regional languages that is largely spoken in Indonesia. Just before Indonesia gained in- dependence, Indonesian spoke in regional language. Language contact between Javanese and Arabic might oc- curred once because Arabian merchants came and lived in Indonesia centuries ago. Both of the languages have some difgerent phonological systems. Tiis research focuses on phonological interference and across culture of Arabic loanwords in Javanese. It aims to describe; 1) phonological changes on the loanwords; 2) cultural similarities and difgerences between the loanword meaning and its origin. Tie approach applied in this research is descriptive qualitative. Meanwhile, the method of collecting data is observation method using recording technique, participant observer technique, and note-taking. Tien, the data is analyzed by phonetic identity method, trans- lational identity method, and pragmatics identity method using comparative technique. According to number 44 of loanword’s corpus, there are three points conclude, namely; 1) phonological changes of Arabic loanwords in Javanese are; lenition, fortition, apheresis, apocope, syncope, compression, anaptyxis, Paragogee, metathesis, fusion, fjssion, assimilation, dissimilation, monophthongisation, and degemination; 2) every single loanword may indicate more than one kind of phonological changes; 3) difgerent cultures between Arab and Java cause a shifu in meaning. In this case, some of loanwords are related to Islamic tradition, name of day, some general nouns, and verbs have a shifu in meaning, either extension or narrowing. Meanwhile, for adjective to be specifjc, shifus in meaning are not found.

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Nikolay NOVITSKIY, Andriy MYACHYKOV and Yury SHTYROV (PS-23) Lefu Fronto-Temporal Grey Matter Volume Increases With L2 Profjciency In Late Bilinguals Second language (L2) learning is an engaging experience with a potential capacity for changing the structure

f the brain. For example, intensive language training results in a denser cortical changes in the lefu-hemi-

sphere language-related areas of L2-learners compared to control participants (Mårtensson et al., 2012). It is not clear yet if a regular language education is associated with similar changes. We examined 14 native Rus- sian right-handed participants (age 20.5±.80, 3 males) with English as part of their university syllabus. Tiey underwent anatomical T1 MR scanning (Philips Intera 1.5T) and a custom-made 3-interval forced-choice L2-L1 translation task outside the scanner. Participants had to choose the correct L1 equivalent for each of 146 written L2 written words (COCA corpus frequency 3 ±.2 ipm) among three ofgered variants. Tie error rate (mean 16 ± 3.2 %) was used as a measure of the subjects’ L2 profjciency. Voxel-based morphometry (VBM) was performed with Computational Anatomy Toolbox (CAT) for statistical parametric mapping sofuware (SPM 12). Segmented, normalized and smoothed grey matter images were fed into a general linear model (GLM) with language profjciency as covariate. Tie whole-brain analysis revealed two cortical clusters that negatively correlated with translation task error rate at the signifjcance level of p<0.001 and cluster size threshold > 100. Both clusters were located in the lefu hemisphere, specifjcally in the inferior frontal (BA11, cluster size = 209) and fusiform (BA20, cluster size = 179) gyri. Tius, second language learning appears to be associated with increased plasticity in the cortical areas associated with cognitive control (orbitofrontal) and visual word form processing (lefu fusiform gyrus). More detailed and preferably longitudinal research is necessary in order to clarify the causal role of second language learning in human brain plasticity. Wanyu Amy OU, GU Mingyue Michelle (PS-15) Rethinking ELF in internationalised education: Translanguaging in a Chinese transnational university context Tiis study is part of a larger project investigating the linguistic ecology of a multilingual transnational university in China. Transnational higher education (hereafuer TNHE) in China is known as the joint educational programmes or institutions cooperatively run by Chinese educational institutions and foreign educational institutions (MOE, 2004). As a key component of internationalisation of higher education in China, TNHE features foreign curriculum, English teaching and learning environment, and internationalised student and professional body. In contrast to the burgeoning development of TNHE in China, however, students’ discursive and social experience in this internationalised education setting has been largely unnoticed. Drawing

n an ecological approach to language in multilingual communities (Creese & Martin, 2003; Haugen, 1972;

Hornberger, 2002), recent scholarly discussion on translingualism (e.g., Canagarajah, 2018; Li, 2018), and the ethnographical data from a TNHE university in China, this study investigates the translanguaging practices

f students with diversifjed linguistic and sociocultural backgrounds, with particular focus on the interplay of
ne’s language resources to each other, to the speakers, and to the wider socio-political structures. Findings
f this study challenge the traditionally essentialised view on language use in ELF educational settings. Tie

diversity and complexity of students’ linguistic practices in this TNHE context illustrate that while English imperialism (Phillipson, 1992) exists in internationalised education, it cannot represent the panorama. Mul- tilingual speakers of diverse sociolinguistic backgrounds can fmexibly mobilize various semiotic resources that are carried with them or assembled in situ to make sense of their intercultural communication and learning

experiences. By doing so, they may submit to the perceived natural language norms and ideologies willingly or

reluctantly, and sometimes also negotiate with the co-participants in communication to reconstruct the com- municative space to their own favour.

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Anthony PORRAS (PS-12) Exploring the genre of undergraduate teacher education acknowledgments Genre-based studies in various disciplines have continuously fmourished throughout the years. Despite this proliferation, local studies dealing with the acknowledgment section of the undergraduate theses tend to be premature most specifjcally in the fjeld of teacher education. Tie study aimed to analyze, through the presence

f moves, the overall structure of the thirty (30) randomly sampled undergraduate acknowledgments from the

fjeld of teacher education using Hyland’s model. Tie fjndings revealed that the undergraduate acknowledgment structure was comprised of Tianking Move which is the most pervasive move, followed by the Refmecting

Move. Tiough the Announcing Move was not present, one unique move, which is Tianking God, appeared to

be dominating in the corpus. It is suggested for future studies to increase the number of the corpus in order to yield more interesting results and explore the socio-cultural aspect of the investigated genre. Lovely Mae PRIETO (PS-2) “Tie Polymorphemic Verbs of the Mangguangan Language: A Morpho-semantic Analysis” Polymorphemic or multi-morphemic words are words made up of more than one morpheme. Each non-lexical morpheme of a polymorphemic word has its own distinct meaning. Tie paper will identify polymorphemic verbs in the Mangguangan Language, and will determine the proper usage of these polymorphemic words. Tie subjects comprised of 38 Mangguangans from Limbaan, New Corella, Davao del Norte. Tie subjects are all student-parents of UM Tagum College. Tiey were interviewed and tasked to translate a list of common Mangguangan verbs to English words. Results showed that (a) the Mangguangan language has its own list

f varied polymorphemic verbs; (b) morphemes present in the Mangguangan language identify the tenses of

their verbs;(c) morphemes in the Mangguangan language provide only tenses and do not change the meaning, state or category of the language; and lastly, the Mangguangan language does not have present progressive form of the verbs because of the non-existence of its be-verbs. Jack PUN (PS-23) Navigating through the English-medium-instruction policy: voices from the teachers and students in Hong Kong secondary science classrooms Teaching science through English is a growing phenomenon around the world. In this presentation, I will discuss the latest research into English medium of instruction (EMI) around the globe and the challenges that teachers and students face when learning science through English in many cultural contexts. In particular, i will report a study in Hong Kong which explores the teaching and learning process in EMI science classrooms (Physics, Chemistry, Biology) from 8 secondary schools. Drawing the multiple sources of data from semi-structured interviews, questionnaires and 34 hours video-recorded classroom observations of 19 teachers and 545 students, we explore the patterns of classroom interactions (turn-taking, ratio of talk, language choices, question types) in both traditional (or early-full) EMI vs MOI-switching (or late-partial) schools (switching from L1 Cantonese to L2 English), between Grades 10 and 11 in both schools. Tie teachers and students’ perceptions on EMI teaching and learning process including their views on EMI, choices of classroom language, the language challenges, coping strategies will also be investigated. By providing an evidence-based, detailed analysis of authentic classroom interactions, this research hopefully shed light on ways for improving the quality of instructional practices in difgerent EMI classrooms worldwide.

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Carmela REFORMA (PS-17) Using Writing Frames in Research Paper Writing among ESL Learners As an essential part of one’s learning and development, research has been integrated as part of the Philippines’ K-12 to help students address a particular issue, improve an existing phenomenon, and even create solutions for enhancement. However, part of the diffjculties students encounter in doing research includes selecting, citing, and synthesizing related literature. Warwick et al. (2010) suggest that using writing frames contribute to the success in encouraging students both develop and express their procedural understanding. Tiis study attempted to investigate if writing frames as proposed by Wray and Lewis (1995) can aid in synthesizing related literature among ESL learners. Specifjcally, answers to the following questions were sought: 1) How can the use

f writing frames improve selecting, citing, and synthesizing related literature of Senior High School students?

and 2). How efgective is the use of writing frames in improving selecting, citing and synthesizing related literature? Tie implementation of the writing frames was divided into: teacher modeling or demonstration, joint activity, and independent activity for 4 weeks. Tie yielded results from this research can give implications frames in improving students’ research writing and can serve as a guide for teachers in planning for future lessons. John ROGERS and Anisa CHEUNG (PS-19) Into the wild: investigating the efgects of input spacing on the learning of foreign language vocabulary Tiis study sets out to address the call for more ecologically valid research within the fjeld of second language acquisition (SLA) (e.g., Spada, 2015). A considerable body of research has investigated the efgects of input spacing, that is the amount of time between learning episodes, on the learning of foreign language (L2) vocabulary. Tiis body of research has overwhelmingly demonstrated that more distributed conditions lead to better learning and retention than when there is a short gap between learning episodes (Carpenter, 2017) However, as the vast majority of this body of research has been carried out in laboratory settings with adult learners, the degree that these results necessarily generalize to authentic classroom contexts is questionable. Tie present study attempts to address this gap in the literature by examining the learning of L2 vocabulary within an authentic L2 learning context in an elementary school context in Hong Kong. Tiis study followed a pretest-delayed posttest design to examine the efgects on input spacing on the acquisition

f L2 vocabulary, specifjcally English adjectives. Across four primary classrooms, participants (N=52, L1 Can-

tonese) were taught 20 English adjectives by their normal classroom instructors over two learning sessions. Half

f these adjectives were taught following a spaced-short schedule (1 day between learning episodes), the other

ten adjectives following a spaced-long schedule (8 days between learning sessions). A multiple choice post-test was administered following a 4 week delay. In contrast to the fjndings from previous, laboratory-based research, the results of this study found a signifjcant advantage for the spaced-short condition, thus suggesting that previ-

us fjndings of lag efgects in L2 vocabulary learning might not be robust to the variabilities present in authentic

learning environments. Tie results will be discussed further in light of previous research into distributed practice efgects and theories of bilingual development. Maximo Rafael SALABERRY (PS-17) Expanding the traditional profjciency construct: Interactional contexts More than thirty years ago, Kramsch (1986) introduced the concept of Interactional Competence (IC) against the background of the Profjciency movement advanced by the ACTFL Guidelines. More precise theoretical descriptions of the concept emphasized the dynamic co-construction of interactional events (e.g., Hall, 1999; He & Young, 1998; Pekarek Doehler & Pochon-Berger, 2015; Young, 2011).

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Nevertheless, the theoretical diffjculties for the assignment of individual grades to a co-constructed performance (i.e., language ability cannot be atttributed to one individual alone) determined by the local context (thus, not generalizable) represented a challenge for the adoption of an IC-oriented syllabus (e.g., Bachman, 2007; Chalhoub-Deville, 2003). Not surprisingly, there have been numerous studies measuring the competence

f test-takers in interactional settings (e.g., Galaczi, 2014; Ross & Kasper, 2013; Youn, 2015; Young, 2012).

Despite the diffjculties to assess interactional competence, the potential benefjt of an IC-based syllabus cannot be underestimated. In the US, for example, about 80% of all college students who study a second language do not continue beyond the fjrst two years of instruction (Goldberg et al., 2015). Tie lack of focus on interactional abilities, especially for beginning students may deprive these students the opportunity to develop a more re- alistic, contextualized defjnition of language (e.g., Carter & McCarthy, 2004; O’Keefe et al, 2007), and of the

pportunity to practice their language skills accordingly.

In this paper, I address the critiques about the possible lack of generalizability of “local” knowledge and the lack

f development of language ability in the context of language use. First, I identify and describe interactional

resources that can be “transported” across settings of communication (Young, 2011). Second, I describe assessment procedures that can help us circumscribe specifjc traits of language ability across difgerential contexts defjned by the local instantiation of the interactive co-construction of knowledge. Tomohiko SHIRAHATA, Hideki YOKOTA, Koji SUDA, Takako KONDON and Mutsumi OGAWA (PS- 12) Tie Acquisition of Wh-questions by Japanese Learners of English: Focusing on Subject Wh-questions Tiis paper examines the acquisition of wh-questions by Japanese learners of English (JLEs) focusing on the development of the subject wh-questions. Japanese is a “wh-in-situ” language, and wh-elements remain in the

riginal position. On the other hand, in English, wh-elements need to move to the sentence initial position, and

auxiliary DO (do/does/did) should be inserted in the case of object wh-questions and adjunct wh-questions. Tierefore, the formations of wh-questions in both languages are so difgerent that it is worthy of examining how JLEs commence acquiring English wh-questions, in particular subject wh-questions. Forty-fjve university JLEs took a multiple-choice test. Tie results indicate that at the initial stage, JLEs are syntactically and semantically infmuenced by Japanese properties. Tien at the intermediate stage, they overuse DO. Tiis may be caused by L2 input and the transfer from the structures of the other wh-questions: DO is inserted all wh-questions except subject wh-questions. DO is used for a majority of wh-questions. Tius, we have found that JLEs develop wh-questions from the L1 transfer stage to overuse of DO stage. Mark Feng TENG (PS-3) Tiai university students studying Chinese in China: Identity, imagined communities, and communities

f practice

Previous research on studying abroad has documented the value of exploring students’ interactions with the members of their host community with a focus on the theoretical concepts of identity, imagined communities, and communities of practice. Following this line of research, this qualitative study breaks new ground through investigating how nine Tiai students studying in China navigated the complex process of identity negotiation in their imagined communities and communities of practice. Tiis investigation revisits intercultural sensitivity, proximity and boundaries in exploring how the students’ communities of practice afgorded difgerent

pportunities to demonstrate their identities. Tie fjndings reveal that the students envisioned belonging to an

imagined community of foreign students in China by demonstrating the identities of cross-cultural mediators and dedicated language learners. However, the misalignment between the students’ imaginations and the realities in their host communities caused struggles with their identity negotiation. Tie Tiai students’ multi-layered experience and the social contexts of Chinese learning infmuenced their identities, which in turn mediated their sense of belonging to imagined communities of Chinese speakers, and their self-perceived Chinese com-

petency. Relevant implications for bilingual learning are discussed.

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Katherine THORNTON (PS-9) Language policy in self-access centres - facilitating or impeding a translanguaging space? Popular in Hong Kong and elsewhere since the 1990s, self-access centres (SACs) were originally conceived as places to provide access to language learning resources and facilitate learner autonomy. Tiese purpose-made spaces are now more ofuen than not social learning spaces, which place great emphasis on interaction for suc- cessful language learning (Murray & Fujishima, 2013). In such a space, the issue of language policy can be a contentious one, especially in EFL environments which

fger limited opportunities for target language use. Is there a strict policy, which may ensure maximum expo-

sure to the target language, but risks putting ofg potential students and denying the role of the mother tongue? Alternatively, should students be encouraged to exercise their autonomy and choose how to interact with others within the space, even if this results in fewer learning opportunities? In addition, recent research questions the separation of languages into L1 and L2. Tie concept of translanguaging posits that rather than code-switching between two separate languages, bilinguals and learners of other languages draw fmexibly and dynamically on difgerent aspects of a single language repertoire, depending on their context, in order to successfully communicate with interlocutors and develop their language abilities (Wei & Garcia, 2014). What infmuence is this new perspective on language learning having on language policy in SACs? Tie researcher will report on the results of a survey and follow-up interviews which investigate current language policies in SACs and the attitudes of stakeholders towards these policies in both EFL and ESL learning environments. Linh TRINH (PS-22) Tie challenges of implementing competency-based approach in curriculum reform to increase the level

f bilingualism in Vietnamese EFL classrooms

English language teaching and learning in Vietnam has undergone signifjcant reform in a variety of aspects and at difgerent levels of education, notably curriculum at primary school. On account of numerous benefjts that competency-based approach brings to English language acquisition, the recently developed curriculum in Vietnamese primary schools replaces skill-based with competency-based approach in order to promote bilingualism in Vietnamese EFL classrooms, maximizing the English language exposure in class. Regardless

f positive impacts of this approach in language acquisition, there still exist several issues that hinder the

process of English language teaching and learning. Tiis study thus investigates the obstacles of implementing competency-based approach in curriculum at primary school in Vietnam, as well as suggests several solutions to these problems. To achieve the aforementioned aims, observation, a survey and follow-up interviews were employed to in this study. 60 primary school teachers coming from 3 difgerent Northern provinces in Vietnam participated in the observation and questionnaire survey. Only 6 of these teachers as well as 1 designer of the newly developed curriculum were invited for the semi-structured interview. Tie fjndings shows that although the curriculum has its approach changed, the assessment still remains focused on grammar and vocabulary, which drives language teaching and learning process to be exam-oriented rather than competency-based. In addition, teachers’ lack of English language profjciency and teaching techniques as well as the gap in terms of educational development among difgerent regions also account for this issue. Some adaptations to the curriculum as well as annual training programs for teachers are recommended to solve this problem. Tiese fjndings have implications for EFL teachers in Vietnam and similar contexts, non-native students, program designers and teacher educators in Vietnam. Ruriko TSUJI (PS-11) Learners’ Perception of Collaborative Language Learning in Japanese University Setting Tiis study details the research aspects of collaborative language learning and teaching. Tie purpose of this is to give a descriptive overview of students’ perception of collaborative language learning in the EFL setting and to do so, the research was conducted qualitatively regarding two aspects:(a) their perception of collaborative language activities and (b) their experience of collaborative language learning. Ushioda (2008) insists“working together in pairs or small groups to achieve a goal can help to foster learners’ cognitive and motivational inter- dependence among learners”(26).

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Over past decades, many researchers have paid a great deal of attention to collaborative language learning/ teaching (e.g., Norton and Toohey, 2001; Ryan, 1991).Various benefjts are described in other literature (e.g., Beckett & Miller, 2006). Recently, there has been a greater expectation of student collaboration in language classrooms (MEXT, 2011), but few researchers have discovered learners’ perception toward collaborative language activities in their classroom settings. Tius, not much research has paid attention to students’ defjnition of collaborative language learning. Tie present study concerns exploratory research with the aim of investigating whether Japanese learners of English (JLE) perceive collaborative language learning as positive or negative, both inside and outside the

classroom. Tie researcher asked 43 Japanese university students to answer questions about their perception
f collaborative language learning activities and the data were statistically analyzed and their comments were

qualitatively categorized to obtain insight regarding their collaborative language learning. Tie results from the questionnaire responses and refmective comments revealed the learners’ beliefs about language learning in collaborative situations. Tiis study begins with the trends and movement of collaborative language learning and the results will be shown during the presentation. Pedagogical implications will be explored to discuss how collaborative language learning might provide more desirable learning opportunities in an EFL context. Rining WEI (PS-3) How Small Is “Small”? Interpreting Efgect Sizes in Bilingualism Research (2011-2017) To echo calls for robust statistics in the on-going methodological reform (cf. Plonsky 2014), making use of efgect size (ES) is highly important. Use of ES involves reporting ESs and interpreting ESs against some benchmarks, the latter of which is under-researched. Although Plonsky & Oswald’s (2014) innovative paper “How big is ‘big’? Interpreting efgect sizes in L2 research” published in Language Learning proposes some ES benchmarks developed from primarily experiment-based studies in the fjeld of “L2 research” , the fact that ESs from survey-based studies tend to be small is unfortunately ignored. To address “how small is small” in ES interpretation, the present study examines the fjeld of bilingualism, where survey-based studies are common, by addressing (1) What are the average ESs, as observed in recent bilingualism research? And (2) To what extent does the range of observed ESs align with Cohen’s (1988) classic benchmarks for small, medium, and large efgects? Tie data sources are eight full volumes (2010-2017) of three major international refereed journals in bilingualism: International Journal of Bilingualism, International Journal of Bilingual Education and Bilin- gualism, and Journal of Multilingual and Multicultural Development. Tiese journals are deemed as “major” because they have been included into the Social Sciences Citation Index. A span of eight years is decided upon, primarily because similar time spans were adopted in studies of ES reporting from other social science areas including communication (e.g. four years, see Sun & Fan 2010), education (e.g. two years, see Alhija & Levy 2009) and psychology (e.g. two years, see Dunleavy et al. 2006). Tiis paper contributes to ES interpretation by complementing Plonsky & Oswald’s (2014) ES benchmarks (based in the fjeld of L2 research) with a new set of benchmarks (based in the fjeld of bilingualism), which tend to be much smaller. Yau Ni WAN (PS-1) Exploring University students’ peer review competence: A preliminary study of cognitive and afgective feedback in language assessment Peer review is commonly used as an assessment task in University English teaching and learning. Tie peer review process is signifjcant to academic research. Classmates exchange their writings, evaluate others’ performance and construct comments for further improvement.However, this review process is considered to be very diffjcult to many undergraduate students, especially for non-English major students. Tiis is because most students are inexperienced L2 learners in English. Tiey may have problems to express their comments accu- rately and objectively. As a result, possible cases of over-appreciation or downgrading in others’ work can be investigated.

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Tie present study is founded on extensive research into this reviewing diffjculties of Year two undergraduate students in Hong Kong Shue Yan University. Tie present study aims to raise students’ awareness of the language features of a peer review and to provide pedagogical implications to teaching reviewing skills to non-English major students. About 600 peer reviews constructed by students at Department of History, Chinese Language, Psychology and Counselling, Business Administration, Journalism were collected from 2012 to 2017. Tiese reviews, approximately 72,000 words, were carefully selected and analyzed qualitatively. A detailed analysis of cognitive and afgective feedback (Nelson & Schunn, 2009) will be included in the Findings and Discussion sec-

tion. Over-appreciation, downgrading performance, vague suggestions, impoliteness, and some cultural issues

will be illustrated with authentic example taken from the texts. Tie fjndings from focus group interview also create valuable insights to the language discussion of writing peer review. Tie present study hopes to improve non-English major students’ reviewing competence. Anni WANG (PS-20) What’s the Buzz? A Discursive Approach to News Values of Buzzfeed News Tiis study examines how news values of Buzzfeed News are discursively constructed and discusses the features

f Buzzfeed News with reference to ‘sofu news’ and ‘hard news’

. Guided by semiotic theory, this research com- bines manual content analysis with techniques from corpus linguistics (e.g., frequency analysis, n-grams, con- cordance and collocation analysis, etc.) while applying discursive news values analysis (DNVA) as framework. Results show that Eliteness, Human Interest, Negativity and Novelty are the most common news values while Personalisation and Superlativeness are the least common ones. Results also support the idea that news values can be discursively constructed by linguistic devices. Last but not least, the overall results are indicative of the ‘sofuness’ of Buzzfeed News and that it is ‘playing by the rules’ (Tandoc, 2017) in the fjeld of journalism, refmected by analysed features of news values. Aihui WU (PS-10) 中国高校双语教学研究15年回顾本文对 2003 －2017 年十五年间我国外语类核心期刊刊登的国内高校双语教学研究论文进行了回顾，从研究方法和研究内容两个角度，展示我国高校双语教学的研究现状，分析国内研究已经取得的成绩和存在的问题。研究结果显示，文献研究占绝大多数，而实证研究较少；思辨性理论探讨较多，围绕教学主体的研究较少，研究中的问题意识性不强。基于以上研究结果，本文结合国际双语（多语）期刊的最新研究成果和趋势提出以下建议：加强高校双语课堂中教学策略等教学核心要素研究；及时与国际研究接轨，从心理语言学和社会语言学等多角度开展双语教学的研究，立足我国本土丰富的双语教学实践，更多地与国际双语（多语）同仁对话，讲好中国版本的故事。 Chenggang WU and Juan ZHANG (PS-9) A systematic review of emotion-label words and emotion-laden words in bilingual lexicon: Fifueen years exploration from cognitive approach Recently, increasing attention has been paid to emotion word processing in bilinguals. One central question in this fjeld is to what extent emotion words in a second language (L2) can activate emotion and whether emotion words in a fjrst language (L1) and L2 could produce similar emotion activation. Behavioral studies produced inconsistent fjndings that some showed equal emotion activation in L1 and L2 while others suggested decreased emotion elicitation of L2 emotion words, corroborating disembodied account for L2 emotion words that L2 emotion words are processed semantically rather than afgectively. Tie present study aimed to further investigate emotionality in bilingual mental lexicon by a distinctive perspective that emotion words are divided into two parts (i.e., emotion-label words and emotion-laden words).

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Emotion-label words describe afgective states directly, such as sadness, while emotion-laden words elicit emotion via connotation without stating what afgective states are, such as death. Tie present study systematically analyzed 21 studies that investigate emotion-label words and/or emotion-laden words processing in bilinguals. Tie result showed that 1) emotion activation (including emotion-label words and emotion-laden words) can be observed in both L1 and L2, provided that the bilinguals are profjcient in L2, frequently use L2 and have enough exposure to L2 context; 2) emotion-label word and emotion-laden words are processed difgerently in both L1 and L2, such that emotion-label words usually produced larger emotion activation than emotion-laden words, and more research is needed to explore this distinctiveness, since many extent research failed to difger- entiate the two kinds of emotion words, which might result in non-signifjcant emotion activation for L2 words. Bowen XIAO (PS-7) A Comparison Between Product Approach and Process Approach in EAL Writing among VCE Students In recent years, an increasing number of international high schools are introduced into China, including IB,AP and other traditional courses. VCE(Victorian Certifjcate Education), one of the most authoritative Australian courses, has been prevailing in many schools in China. With the integration of the most advanced international education system, traditional high school education has been facing a challenge to reform and adjust. Tiis has laid a solid foundation for students who are going to enter universities in Australia and other British Common- wealth countries. Under the infmuence of exam-oriented education, writing is the weakest and problematic task for Chinese students, especially EAl students who need highly requirement of writing ability.Based on the assessing criteria of VCE EAL writing, the author compares product approach and process approach in EAL writing and attempts to answer the questions below: 1)How can the quality of students’ EAL writing in terms of language, structure and ideas be improved? 2)How can the students’ ability to control the genre of EAL writing be strengthened? 3)How can the students’ initiative in EAL learning be mobilized? In this study, the two approaches are applied to the EAL writing class, and an experimental study is carried out in two VCE classes of grade 12 in a Foreign Languages School, China. Tiis group of students are determined apply for Australian universities or other English speaking countries through VCE score which EAL is the key

consideration. By means of questionnaire, interviews, pre-test, post-test, statistics collecting and analyzing, the

author achieved the following fjndings afuer the half-year study: class adopting product approach made less progress in writing skills; process writing approach can stimulate students’ interest in EAL writing; the process approach is ideally and truly “student-centered” , strengthening the interaction between students and teachers. Xi YANG and Irene CHIOTIS (PS-15) Tie Benefjts of Code-Switching in ESL Classrooms Despite the fact that the application of code-switching method in English language teaching context has been widely criticized (Creese & Blackledge, 2010), switching between the fjrst language and the second language does promote learners’ comprehension, interests and motivation of English language learning (Lin, 1999). Tiis paper reports on a study that explores the use of code-switching in English as a second language (ESL)

classrooms. Tie purpose of this study is to demonstrate how the fjrst language helps facilitate second language

learning in ESL classrooms within a Sino-US cooperation college. Case study has been adopted as the research methodology to justify the results that students tend to understand in-class instructions more efgectively and more effjciently under bilingual guidance.

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Xiaoli YANG, Zizhou LU and Yao TU (PS-4) 基于混合式学习的对外汉语教学设计研究--以美国堪萨斯大学孔子学院Sartalk汉语项目为例混合式学习是当前外语教学中值得关注的论题。文章通过分析美国堪萨斯大学孔子学院Startalk汉语项目基于混合式学习过程中三个方面的教学设计：一是基于外语教学目标的课程内容和大纲设计；二是基于任务的线上线下活动设计；三是基于任务的形成性和终结性评估设计，揭示出该教学设计的依据Backward Design理论（G. Wiggins & J. McTighe, 1998）是混合式学习中语言教学设计的契入点。基于此，文章提出了基于混合式学习的外语教学设计思路，既是（一）基于Back- ward Design理论的教学设计步骤，以“目标”为导向，系统的设计外语学习内容、模式及实施、评估。（二）以“评价”为基准，衔接线上线下语言项目任务，完成外语学习目标。（三）以“活动”为主线，充分融合混合式学习模式与外语学习特点。 Yike YANG (PS-8) Tie Use of Disagreement Strategies on Chinese Forums: Comparing Hong Kong and Mainland China Disagreement refers to the expression of a difgerent view from that of a previous interlocutor. Prior research

n disagreement has mainly focused on its negative impact and has consequently suggested that disagreement

should be avoided in communication. Regarded as a negative speech act, disagreement is rarely studied in computer-mediated communication, particularly in the Chinese context. Adopting the interactional approach, this project pioneers the investigation of how disagreement strategies are used on online forums in Hong Kong and Mainland China, in hopes of providing insights into a better understanding of disagreement in the Chinese

nline context and shedding light on politeness theory in intercultural communication among Chinese peo-
ple. One popular forum from each region was chosen and two threads with similar topics were selected, from

which four hundred comments (two hundred per thread) were collected and annotated for further analysis. Tie data annotation framework, which is based on previous studies and our own data, consists of the following fjve strategies of disagreement: 1) giving facts; 2) giving negative comments; 3) giving opposite opinions; 4) making ironic statements; and 5) raising questions. Our results show that, instead of being a face-threating act, disagreement maintained and enhanced the interlocutors’ face and advanced the communication of information within each thread. Moreover, the distribution patterns of disagreement strategies were similar on the two forums, but there were signifjcantly more disagreement tokens and negative comments on the Hong Kong fo-

rum. Tiis divergence is interpreted as resulting from the difgerent degrees of collectivism-individualism in the

two regions, the Internet censorship in Mainland China, and the nature of the two forums selected. Directions for future research are provided to confjrm the proposed explanations. Yike YANG, Changwei ZHANG, Yunyi HU, Helena Yan Ping LAU and Bei LI (PS-18) Development of Cantonese Nominal Structure in a Bilingual Child: Some Preliminary Findings Research on child bilingualism has extensively focused on children speaking Indo-European languages, which share typological similarities within language pairs. It is thus proposed that investigations on language pairs that are more typologically distant (e.g., English and Chinese languages) would bring more insights into the

literature. Of the very few studies on bilingualism involving Chinese languages, however, confmicting results

are found. Some studies reveal comparable performance in bilingual and monolingual children, while others suggest divergence between bilingual and monolingual children and bring solid evidence to transfer of the two studied languages. Tiis study attempts to investigate how nominal structure is developed in early Cantonese

f a Cantonese-English bilingual child, and whether there are difgerences between the acquisition sequences
f Cantonese nominal structure in bilingual and monolingual children. Our data were obtained from a lon-

gitudinal corpus via the Child Language Data Exchange System (CHILDES) archive. Tie child’s spontaneous utterances containing nominal structure were extracted for further analyses. Our preliminary fjndings show that the developmental sequences of the bilingual child are similar to that of the monolingual child. Bare nouns and pronouns are among the fjrst to emerge, and wh-words, numerals and the possessive marker are among the latest to emerge. However, the bilingual child’s rate of acquisition seems to difger from the monolingual

child. Data from more children collected in a longer period of recording sessions are needed to confjrm our

initial observations about the sequence and rate of nominal acquisition by this bilingual child.

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Yike YANG, Bei LI and Si CHEN (PS-22) Evaluating the Efgects of Perceptual Training on Application of Mandarin Tone Sandhi Rules by English Speakers Application of tone sandhi rules is a widely studied topic in speech production, but the production data have rarely been perceptually evaluated. Meanwhile, whether perceptual training improves speech production at the suprasegmental level remains a question. Adopting the approach of perceptual evaluation, this study pioneers to examine the efgects of perceptual training on Mandarin tone sandhi rule application by ten American English speakers. All the participants attended a pre-training recording session, a short-term laboratory training session and a post-training recording session. Ten native speakers of Beijing Mandarin also participated in the recording as a control group. Tiere were 192 target stimuli with both real and wug words in each recording

session. In the training session, the participants were presented with auditory and visual inputs of Mandarin

tone sandhi rules, which were followed by an identifjcation test to evaluate the training. Two trained Man- darin-speaking linguists fjrst manually segmented the target syllables, normalized the intensity at 55 dB, an-

nymized the participants, and then performed the perceptual evaluation of each target syllable on a 101-point
scale. A signifjcant efgect of perceptual training was found on the half-third sandhi rule but not on the third

tone sandhi. Tie roles of familiarity (trained versus untrained words) and context (real versus wug words) on the training efgect were also investigated. Jennifer YAO (PS-16) “體假設”和香港學生普通話“了”的誤用研究漢語體標記的二語習得研究普遍認爲，習得者習得漢語體標記的主要錯誤是泛化使用 (overdue),相反標記不足現象無論從數量還是比例上都少於體標記的泛化使用（趙 1997，李 1997，楊等 1999 ， 2000， 2016等）。這一結論剛好與以英語和其他印歐語系語言為第二語言的體標記習得研究相反，即一般的習得研究認爲習得者最普遍的錯誤是對時體的標註不足（underuse）：在應標註時體的地方不加任何時體標記 (Sharwood Smith 1988, Robison 1990, Bardovi-Harlig and Reynolds 1995)。本文詳細分析了香港大專學生普通話學習過程中各種“了”的偏誤行為，發現以粵語為母語的香港學生在習得普通話“了”時，主要表現為體標記不足的錯誤，表現出了與其他漢語為二語習得者的差異。不僅如此，我們還發現在“兩文三語”或者三語 (trilingual)環境下香港學生對於“ 了”的各種誤用主要是受了學生課堂強勢語言英語的“語際遷移”(language transfer)所致而非學生的母語 --- 粵語。這一有趣的現象無疑為多語環境下的語言教學帶來了一定的啓示。 Siu-Ho Tiomas YAU, Wai-Sun Derek CHUN, Ching-Hann Jannie TSANG and Kwun-Sing Leo WONG (PS-7) Vocationalization of English in Hong Kong’s Secondary Curriculum: Tie Latest Direction and Implica- tions In 2017, the Curriculum Development Council (CDC) issued the latest secondary education curriculum guide with the highlighted theme “Learning to Learn 2+” , which introduced “Vocational English” for senior secondary level in the “Progression of VPET with Diversifjcation” section along with “ Applied Learning as elective subject(s)” (ApL) and ‘Career-related Experiences in OLE’ . To support this new initiative, the Education Bu- reau (EDB) has launched a new Language Fund Project called “Vocational English Programme” (VEP) Grant for schools to enroll senior secondary students on related vocational English courses, which will commence in the 2018/2019 school year. Tie programme aims to boost students’ confjdence and interest in English learning and better prepare students for vocational education and work. Under this new programme, each participat- ing school could nominate about 20 students to attend courses administered by third-party course providers. From a macro-perspective, the introduction of VEP is a step to implement vocationalization of English which complements the advocacy of Vocational and Professional Education and Training (VPET) outlined in the latest curriculum guide. However, from a micro-perspective, the impact of VEP on the senior secondary and post-secondary level does raise some questions and concerns worth further discussion.

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For instance, the connection of VEP with other VPET-related components in the “Learning to Learn 2+” curriculum, the infmuence of the VEP on the current senior English curriculum, the curriculum design, accredita- tion and articulation of the courses. Tiis paper will discuss and forecast the potential impact of VEP based on a thorough review of policy documents and relevant literature together with the analysis of collected interview

data. Tie interviews would invite students and teachers from both secondary schools and post-secondary level

institutions to consolidate their views towards the VEP. Tie paper ends with feasible suggestions and possible implications for the vocationalization of English in Hong Kong. Xuejun YE(PS-19) Task-based Language Teaching in Southwest China: Insider Perspectives from EFL Secondary School Teachers A voluminous body of research has examined the implementation of task-based language teaching (TBLT) in English-as-a-second-language (ESL) and English-as-a-foreign-language (EFL) contexts. However, research investigating the implementation of TBLT in Southwest China remains limited. Tiis presentation reports on a study of teachers’ knowledge of TBLT, diffjculties in deploying TBLT and their perceived feasible solutions. 13 teachers from a private junior secondary school in Sichuan, China participated in the semi-structured inter-

views. Tie fjndings reveal that teachers’ understanding of TBLT was limited and varied. Tie implementation

gap was attributed to various contextual constraints such as exams, teachers’ beliefs, and pressures and challenges from the school. Participants of this study disseminated both similar and difgerentiated views towards problems and solutions. Tie study concludes by highlighting the need for an overhaul of the assessment and a reinforcement of teacher support and development. Michael YELDHAM (PS-5) Investigating the impact of instructed abdominal enhancement for English segmental pronunciation Anatomically, instruction in L2 English segmental pronunciation focuses almost entirely on the learners’ articulatory functions. However, efgort from the abdominal region is also required to produce many sounds. Tiis is ofuen challenging for many Chinese learners of English, yet attention to the abdominal region remains a neglected area of pronunciation instruction. Sounds especially reliant on abdominal efgort include: long vowels and diphthongs such as /i:/ (cheap), /u:/ (moon), and /e/ (Jane), especially when in syllable-medial position; and voiced consonants, such as /z/ (zoo), /v/ (value), and /ð/ (brother). Tiis study of students who were volun- tarily enrolled in summer pronunciation classes at a university in Hong Kong had two components. Tie fjrst was an experimental comparison of two groups of these learners. Both groups were taught sounds including those outlined above. Tie learners were taught the articulatory positions for the sounds, and practiced saying them embedded in words and sentences. However, the experimental group was also taught to use their abdominal region in producing the sounds, while the control group was not. Tie second component of the study was a longitudinal one, examining whether gains made by learners from one class in the experimental group were maintained over time. Tie data was gathered by having the learners read aloud the same texts pre- and post-test (and also on a delayed post-test for the longitudinal component of the study). Tie study involved Mandarin and Cantonese L1 speakers, and the results are presented for both these groups combined and also separately for each group. Tie experimental results showed signifjcant improvements in some of the sounds by the experimental group, while the longitudinal aspect indicated that this improvement was maintained in some of these sounds over time. Yolanda Ruiz de ZAROBE (PS-3) Strategy use in a multilingual context in content-based instruction: A longitudinal study In recent years we have witnessed several international policies to promote multilingualism, quite ofuen in the form of content-based instruction, an approach encouraged as one of the innovative methods to improve the quality of language learning. Tiis approach basically refers to contexts where language is used as a medium for learning content, and the content is also used as a resource for learning languages (Ruiz de Zarobe and Ruiz de Zarobe, 2015; Ruiz de Zarobe, 2016).

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Tiis article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. Tie study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental and control groups in content-based classrooms, where a number of subjects are taught through the L3: English. Both groups were asked to complete a survey for reading strategies adapted from Macaro and Erler (2008), specifjcally developed for young learners, which was elicited pre- and post-intervention in order to track any change in their strategy use. Findings indicate that those students who were trained strategically in reading not only increased the number of strategies they reported but also had better metacognitive awareness. However, this difgerence was not maintained over a two-year period. Tiis study shows that through explicit strategic instruction, students may begin to realise how difgerent strategies can be at their disposal. Tiis has important consequences for multilingual education, where languages must not be viewed solely as separate entities but as interconnected systems with multiple interactions among them. Shu ZHANG and Fang HE (PS-14) A Comparative Study of Politeness Strategies in Disagreement between EFL Learners from China and ASEAN Countries in an English Context Tiis paper aims to make a comparative study of cross-cultural communication upon a special speech act- “disagreement” . Tie research questions of this study are as follows: 1. How do EFL learners from China and ASEAN countries perceive social distance? Does social distance and gender infmuence their choice of politeness strategies of expressing disagreement? 2. Are there similarities and distinctions between the two groups while showing disagreement? 38 Chinese undergraduates and 30 undergraduates from ASEAN countries are involved with them responding to the DCT (discourse completion test). Five contexts were selected and detailed descriptions of the scenarios were given. Social distance and gender are selected as the main variants in this

study. From the results, we fjnd that both groups of undergraduates generally tend to use the same politeness

strategies according to the same social distance, but gender is a more signifjcant factor in politeness strategies adoption among EFL learners from ASEAN countries. Females tend to use negative strategies more than males

do. We can conclude from the results that EFL learners from China and ASEAN countries incline to adopt

the same politeness strategies in English context, but females from ASEAN countries are less likely to say “no” directly to express their disagreement. Tiose fjndings may ofger reference to both sides during the pragmatic

ccasions of communicating.

Xue ZHANG (PS-14) Age Variations in Mandarin Tones In this study, we examined Mandarin Tones Variations in daily language use by native Chinese adult speakers, covering the age range from juniors to seniors. Within the framework of Variable Rules Analysis(Labov 1969, Sankofg 1974), we found that the native Chinese adult speakers alternate between difgerent tones that have the same meaning. Tie statistical results show that this tones variation is not fully random. Tie probability of the participants’ choices is conditioned by a variety of context or social factors. Yet among all the factors, Age governs tones variations evidently. Tie choice of tones varies gradually as same as age difgers. Furthermore, the junior adult speakers tend to use Tone 2 (Rising Tone) spontaneously but unconsciously, while the seniors tend to use Tone 4 (Falling Tone). Tiis fjnding supports that age and aging are experienced both individually and as part of a cohort of people who share a life stage (Eckert 1997). And a linguistic life course study should be concerned with a developmental perspective.

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Authors’ Information

Ahmad Al-Issa Alice Mae Arbon Miyeon Bae Allison Wallace Baker Anne Richie Balgos Aileen Bautista Annie Mae Berowa Krazy-Marjorie Cailing Wei Cao Jhonathan Cadavido Rona Ann Cea Josef Chi-Leung Chan Kin Po Chan Chang Chang Haichao Chang Chih Hao Chang Si Chen Anisa Cheung Ken Siu-Kei Cheng Joyce Cheung Venice Yuen-Man Cheung Yin Chu Cheung Tifgany Ching

Name Affjliation Contact

American University of Sharjah , United Arab Emirates De La Salle University , Philippines Yonsei University, South Korea Brigham Young University, United States De La Salle University, Philippines De La Salle University, Philippines Mindanao State University, Philippines Rizal Technological University, Philippines Tianjin Compass Foreign Languages, China Department of Education, Philippines Department of Education- Philippines Tie Hong Kong Polytechnic University Tie Open University of Hong Kong ,Beijing Foreign Studies University, China Tianjin University of Technology, China Nagoya University of Commerce and Business, Japan Tie Hong Kong Polytechnic University Tie Education University of Hong Kong Tie Hong Kong Polytechnic University Tie Hong Kong Polytechnic University Tie Hong Kong Polytechnic University Tie Open University of Hong Kong Tie Hong Kong Polytechnic University

aldus7024@gmail.com

baker.allison@outlook.com

aileen.bautista@dlsu.edu.ph

annieberowa@yahoo.com.ph

catharinecao@hotmail.com
changchang7991@163.com

changhaichao1969@163.com chihhao@nucba.ac.jp

ken.cheng@polyu.edu.hk

joyce.ow.cheung@polyu.edu.hk

cheungyc@ouhk.edu.hk

tifgany.nh.ching@connect.polyu.hk

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58 Irene Chiotis Jeonghwa Cho Sin Wang Chong Ka Wing Kelvin Chu Wai-Sun Derek Chun Muhammad Din Madina Djuraeva Xiangtao Du Yuguang Duan Jennibelle Ella Kim Shaun Escolt Jerico Esteron Suyuan Fang Yanhong Fei Gene Marie Flores Leif Andrew Garinto Haoyan Ge Yijia Gu Eiko Gyogi Jirka Hana Frankie Har Fang He Jiayu He Barbora Hladka Yitian Hong Beijing Institute of Technology, Zhuhai, China Seoul National University, South Korea Tie Education University of Hong Kong Tie University of Hong Kong Tie Education University of Hong Kong Department of Higher Education Punjab, Pakistan University of Wisconsin-Madison, United States Tokyo Univeristy of Foreign Studies, Japan Peking University, China Colegio de San Juan de Letran Calamba, Philippines Rizal Technological University, Philippines De La Salle University, Philippines Shaanxi Normal University, China Trinity College Dublin, Ireland De La Salle University, Philippines De La Salle-College of Saint Benilde, Philippines Tie Open University of Hong Kong Hainan Medical University, China Akita International University, Japan Charles University, Czech Republic Tie Hong Kong Polytechnic University Nanning University, China Tie Chinese University of Hong Kong Charles University, Czech Republic Tie Hong Kong Polytechnic University irene.chiotis@suc.bitzh.edu.cn jeong9793@snu.ac.kr iswchong@eduhk.hk kkwchu@connect.hku.hk

mduuaau@gmail.com
fangsuyuanlz@163.com

feiy@tcd.ie gene.fmores@dlsu.edu.ph leifandrew.garinto@benilde.edu.ph hge@ouhk.edu.hk y.gu.16@ucl.ac.uk egyogi@aiu.ac.jp hana@ufal.mfg.cuni.cz frankie.tk.har@polyu.edu.hk fanghe1342@126.com hejiayujuillet@gmail.com

yitian.hong@polyu.edu.hk

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59 Shinichi Hotei Yunyi Hu Mamuna Ghani Erna Ifuanti Sajed Ingilan Soon Young Jang Simiao Jiang Mikyung Kim Takako Kondo Galac Kristine Yu Hang Kwan Yujin Kwon Cindy Man Fong Lam Helena Yan Ping Lau Siu Yu Lau Bomi Lee Cynthia Lee Sungeun Lee Sunghwa Lee Vivian Lee Bei Li Ken Li Jing Li Zi Lin Chang Liu Tohoku University, Japan Tie Chinese University of Hong Kong Tie Islamia University of Bahawalpur, Pakistan IAIN Tulungagung, Indonesia University of Southeastern Philippines University of Toronto, Canada Tangshan Polytechnic College, China Yonsei University, South Korea University of Shizuoka, Japan Department of Education- Philippines Tie University of Hong Kong Pusan National University, South Korea Tie Open University of Hong Kong Tie Hong Kong Polytechnic University Tie Open University of Hong Kong Yonsei University, South Korea Tie Open University of Hong Kong Seoul National University, South Korea Pusan National University, South Korea Hankuk University of Foreign Studies,South Korea Tie Hong Kong Polytechnic University Hong Kong Institute of Vocational Education Shanghai International Studies University, China Peking University, China Tie Hong Kong Polytechnic University

soonyoung.jang@mail.utoronto.ca

summerj023@163.com mkkhsj@naver.com

yhkwan@life.hkbu.edu.hk

hanl2020@naver.com cmfmam@ouhk.edu.hk

bomi.spring6642@gmail.com

cfllee@ouhk.edu.hk

esunghwa@gmail.com

vivianwlee@hufs.ac.kr beili@polyu.edu.hk dr_ken_li@yahoo.com.hk angelleeuu@126.com

c.liu@polyu.edu.hk

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60 Jing Liu Xiaoyun Liu XingGuo Liu Yuet Ying Lo Zizhou Lu Rochelle Lucas Simao Luis Edgar Malonzo Jan Marinne Manalusan Leticia Marquez Imran Muhammad Andriy Myachykov Hiroshi Nakanishi Khoirin Nikmah Nikolay Novitskiy Juan Oliver Ofracio Mutsumi Ogawa Brefgni O’Rourke Wanyu Amy Ou Ren Oyama Raquel Pamintuan Anthony Porras Lovely Mae Prieto Jack Pun Carmela Reforma Shanghai International Studies University, China Nanjing University, China Shanghai International Studies University, China Tie Open University of Hong Kong Central China Normal University De La Salle University, Philippines Tie Hong Kong Polytechnic University Sirte Oil Company, Philippines Rizal Technological University, Philippines Universidad de Manila, Philippines Government Post Graduate College, Burewala, Pakistan Northumbria University, United Kingdom Tohoku Gakuin University, Japan Universitas Muhammadiyah Yogyakarta, Indonesia Tie Chinese University of Hong Kong De La Salle University, Philippines Nihon University, Japan Trinity College Dublin, Ireland Tie Chinese University of Hong Kong Tohoku Gakuin University, Japan Rizal Technological University, Philippines University of the Philippines Open University UM Tagum College, Philippines City University of Hong Kong Philippine Normal University ejing6825@shisu.edu.cn lanran067@126.com xinguonew@163.com

edgarmalonzo77@gmail.com
letvmarquez@gmail.com
h.naka@mail.tohoku-gakuin.ac.jp

khoirinikmah23@gmail.com nnovitskiy@cuhk.edu.hk

uwanyu@connect.hku.hk
aaporras@up.edu.ph

iamlovelymae823@gmail.com jack.pun@cityu.edu.hk

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61 John Rogers Maximo Rafael Salaberry Tomohiko Shirahata Yury Shtyrov Mijeong Song Koji Suda Weiwei Sun Shotaro Takahashi Mark Feng Teng Katherine Tiornton Linh Trinh Ching-Hann Jannie Tsang Ruriko Tsuji Yao Tu Paolo Nino Valdez Rining Wei Yau Ni Wan Kwun-Sing Leo Wong Aihui Wu Chenggang Wu Bowen Xiao Xi Yang Xiaoli Yang Yike Yang Jennifer Yao Tie Education University of Hong Kong Rice University, United States Shizuoka University, Japan Aarhus University, Denmark Seoul National University, South Korea Shizuoka University, Japan Peking University, China Tohoku Gakuin University, Japan Hong Kong Baptist University Otemon Gakuin University, Japan University of Languages and International Studies, Vietnam Tie Education University of Hong Kong Kanda University of International Studies, Japan University of Minnesota, United States De La Salle University, Philippines Xi’an Jiaotong-Liverpool University, China Hong Kong Shue Yan University Tie Education University of Hong Kong Jiangsu University, China University of Macau Wuhan Foreign Languages School, China Beijing Institute of Technology, Zhuhai, China Central China Normal University Tie Hong Kong Polytechnic University SPEED Tie Polytechnic University of Hong Kong rjrogers@eduhk.hk salaberry@rice.edu shirahata-kyt@cy.tnc.ne.jp

suda@u-shizuoka-ken.ac.jp
katherine-t@otemon.ac.jp

linhtrinh1105@gmail.com

paolo.valdez@dlsu.edu.ph

rining.wei@xjtlu.edu.c ynwan@hksyu.edu

aihui.wu@hotmail.com

chenggangwu@outlook.com 350151347@qq.com_ xi.yang@ucl.ac.uk xlyang@mail.ccnu.edu.cn yi-ke.yang@connect.polyu.hk shuiyingyao@gmail.com

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62 Siu-Ho Tiomas Yau Xuejun Ye Michael Yeldham Hideki Yokota Yolanda Ruiz de Zarobe Changwei Zhang Juan Zhang Shu Zhang Xue Zhang Tie Chinese University of Hong Kong Tie Education University of Hong Kong Tie University of Hong Kong Shizuoka University of Art and Culture, Japan University of the Basque Country, Spain Tie Hong Kong Polytechnic University University of Macau Nanning University, China Macau University of Science and Technology shyau@link.cuhk.edu.hk_ sxsye@eduhk.hk myeldham@hku.hk h-yoko@suac.ac.jp yolanda.ruizdezarobe@ehu.es

brandnewshu@hotmail.com

xuzhang@must.edu.mo

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Notes

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