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

  • Yasemin Bayyurt, Bogazici University
    A corpus based study of authorial voice in ELF academic writing
  • Junmei Cai, Shanghai International Studies University; Xuemei Zhang, University of Szeged; and Yunqiu Liu, East China Normal University
    A Corpus Analysis of Chinese Learners' Acquisition of High-Frequency-Verb MAKE
  • Enrico Grazzi, University of Roma Tre
    ELF in the English classroom: an ethnographic survey on the integration of web-mediated activities into ELT

    • Abstract:

      The aim of this presentation is to report on a research project informed by Vygotsky's (1978) sociocultural theory, which regards the integration of English as a lingua franca (ELF) (Jenkins, 2000, 2007; Seidlhofer, 2003, 2011; Widdowson 2003) into English language teaching (ELT) via web-mediated activities.

      The nature of ELF is examined from a social constructionist theoretical perspective on second language learning (Lantolf, 2000; Lantolf and Thorne, 2006), which takes into consideration the double identity of most L2-users, who are simultaneously students of English as a foreign language (EFL) and ELF speakers who use English as an additional language for real social practice. A number of Italian high-school classes were interconnected online to create a community of practice (Wenger, 1998) working on fanfiction. Finally, both a student and a teacher ethnographic survey (Dörnyei, Z. 2010) were conducted to collect: a) quantitative data concerning the respondents' use of ELF in online communication from home and from school; and b) qualitative data about the respondents' opinions and beliefs on the use of ELF at school and on fanfiction. Essentially, this survey indicates that ELF is not perceived as a hindrance to learning/teaching English, although the teachers' attitude towards ELF is quite complex.

    • References:

      Dörnyei, Z. 2010. Questionnaires in Second Language Research. 2nd ed. New York, NY.: Routledge.

      Jenkins, J. 2000. The Phonology of English as an International Language. Oxford, Oxford University Press.

      Jenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford, Oxford University Press.

      Lantolf, J.P. (ed.) Sociocultural theory and second language learning. Oxford, Oxford University Press 2000.

      Lantolf, J.P. and Thorne, S.L. Sociocultural Theory and the Genesis of Second Language Development, Oxford, Oxford University Press 2006.

      Seidlhofer, B. 2003. Controversies in Applied Linguistics. Oxford, Oxford University Press.

      Seidlhofer, B. 2011. Understanding English as a Lingua Franca. Oxford, Oxford University Press.

      Vygotsky, L. S. 1978. Mind in Society. Cambridge: Cambridge University Press.

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.)

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.)