Full section schedules & abstracts
(updated 1.6.13)

Monday, June 10

Block A (14.00-15.30)

Section 1: Varieties of Asia & Africa

Section 2: English in language policies

Section 3: Phraseology & formulaic language

Section 4: Teaching & learning English

Block B (16.00-17.00)

Section 1: English & identity in higher education

Section 2: Social impacts of English in Europe

Section 3: Variation & global implications

Tuesday, June 11

Block A (10.30-11.30)

Section 1: Explorations in ICE

Section 2: Corpora in the Expanding Circle

Section 3: Perceptions of English in Asia

Section 4: Internationalization of higher education

Block B (14.00-15.00)

Section 1: Creoles & contact linguistics

Section 2: Investigating universals

Section 3: Perceptions of English in Asia (cont.)

Block C (15.30-17.00)

Section 1: English in professional settings

Section 2: Theoretical challenges & openings

Section 3: Emerging norms in global English

Section 4: Internationalization of higher education (cont.)

  • Janus Mortensen, Roskilde University / CALPIU; and Spencer Hazel, Roskilde University
    Lending bureaucracy voice
  • Beyza Björkman, Stockholm University
    Utterance- and response-oriented strategies in academic ELF interactions: Cooperativeness revisited

    • Abstract:

      This presentation will report the findings of an investigation of communicative strategies (CSs) in an academic ELF setting. The main purpose of the work has been to outline the communicative strategies in ELF interactions which are used by the speakers to ensure communicative effectiveness in consequential situations and to present a framework. The data comprise five 45-minute group sessions of naturally-occurring student group-work talk in content courses at a technical university. Detailed qualitative analyses have been carried out, resulting in a framework of the CSs used, divided into the main categories of utterance- and response-oriented strategies. The utterance- and response-oriented strategies in each speech event have been quantified separately and then measured by the sound editors Audacity (http://audacity.sourceforge.net/) and Praat (http://www.fon.hum.uva.nl/praat/) in terms of their total length in each speech event, showing how much of the speech event goes to utterance- and response-oriented strategies respectively. The results show that the ELF speakers that participated in the study use considerably more response-oriented strategies than utterance-oriented strategies, indicating that the speakers work hard to make others' previous utterances (more) explicit for effective communicativeness. This finding contributes to our knowledge of the notion of cooperativeness described earlier in ELF research (e.g. Mauranen 2006, 2007, 2010; Kaur 2010, 2012)

    • References:

      Mauranen, Anna, 2006. "Signaling and preventing misunderstanding in English as lingua franca communication". International Journal of the Sociology of Language 177, 123–150.

      Mauranen, Anna. 2007. "Hybrid voices: English as the lingua franca of academics". In Kjersti Flottum (ed.), Language and discipline perspectives on academic discourse, 243–259. Newcastle upon Tyne: Cambridge Scholars.

      Mauranen, Anna. 2010. "Discourse reflexivity – A discourse universal? The case of ELF". Nordic Journal of English Studies 9(2). 13–40.

      Kaur, Jagdish. "Saying it again: enhancing clarity in English as a lingua franca (ELF) talk through self-repetition". Text and Talk 32 (5), 593–613.

  • Yumi Matsumoto, Pennsylvania State University
    The role of speech-gesture interface in successful ELF speaker interactions

Wednesday, June 12

Block A (10.30-11.30)

Section 1: Studies in UK varieties

Section 2: Loanwords & borrowings

Section 3: Computer Mediated Communication

Section 4: Lexicon & lexicography

Block B (13.00-14.00)

Section 1: Studies in ELF corpora

Section 2: Bilingualism & multilingualism

Section 3: Computer Mediated Communication (cont.)