Block IV

Block IV includes eight presentations. Please watch the recorded presentation before the day the SLAT Roundtable takes place and join the live chat on Feb. 6 with questions and comments for the presentation you watched.

Presentation 1

Multiple pragmatic functions of frequently used expressions in university discussions.

Presenter: Marcella Caprario

Click here to watch the presentation.

Abstract: This corpus study investigated the pragmatic functions of three of the most frequently used pragmatic markers in classroom discourse: I think, I mean, and I don’t know. Furthermore, the study aimed to develop a reliable instrument for coding pragmatic functions. Implications for EAP instruction and pragmatics research will be discussed.

Presentation 2

Identity in Narratives: Chinese Students' Study Abroad Experience in Germany.

Presenter: Hongni Gou

Click here to watch the presentation.

Abstract: Drawing upon positioning theory (Lucius‐Hoene & Deppermann, 2004), the present study investigated how a Chinese student constructed and negotiated her identity as a Chinese through narratives during the COVID-19 global pandemic in her study abroad in Germany. The study suggested that narratives are important sources of identity construction. Meanwhile, a discussion is opened regarding offensive language learning and discrimination in L2 sojourns.

Presentation 3

Exploring boundaries: Expanding the Linguistic Landscapes of Tucson.

Presenters: Veronica Oguilve, Amanda Faye Bermudez, & Elizabeth Astorga Gaxiola

Click here to watch the presentation.

Abstract: This exploratory, descriptive research focused on three Tucson organizations engaged in Arts-based making. Through the exploration of their linguistic landscapes (Pennycook, 2017), researchers distilled initial patterns that describe how these organizations create spaces for culture preservation, Spanish heritage language development, and art-ivism, using language beyond the spoken and written modes.

Presentation 4

An Investigation into Language Attitudes.

Presenter: Aniqa Shah

Click here to watch the presentation.

Abstract: This mini-project sought to look into the attitude and perceptions of EFL/ESL teachers in Pakistan towards the local variety of English. With English language changing as rapidly as the world itself, it’s essential to pay attention to how teachers of English in non-native speaking countries feel about their students moving away from the standard as a result of an emerging local variety.

Presentation 5

Mixed Method Study on the Role of Audio Feedback in Academic Writing.

Presenters: Mukaddes Çoban & Mustafa Polat

Click here to watch the presentation.

Abstract: The study investigated the role of audio feedback in academic writing and graduate students' perceptions of audio feedback by using a mixed method design. The findings revealed that the audio feedback was more effective in academic writing achievement than written feedback, and the graduate students mostly appeared to favor audio feedback.

Presentation 6

Organic Dialogue: Exploring the Role of Language as a Mediation Tool in Making.

Presenters: Wen Wen, Yousra Abourehab, & Em Bowen

Click here to watch the presentation.

Abstract: This study centered the idea that language emerges from making activities and suggests that language and intercultural communication act as mediation tools during various forms of making. Emergent insights suggest social interactions while making support cultural, historical and community connections that further engage learners in language acquisition and translanguage use.

Presentation 7

Construction and Management of Foreign Language Teacher Identity in Online Classrooms.

Presenter: Seojin Park

Click here to watch the presentation.

Abstract: This case study explored how two Korean as a foreign language teachers constructed and managed their professional teacher identities in online classrooms. Adopting the notions of identity-in-discourse and identity-in-practice (Varghese et al., 2005), the study revealed the online teacher identity was discursively constructed through discourses and teaching practices in online classrooms.

Presentation 8

Using translation to teach intercultural competence in the world language classroom.

Presenter: Sarah Kersten Albrecht

Click here to watch the presentation.

Abstract: This pilot study focuses on the effects of translation as a pedagogy in the development of basic intercultural awareness among secondary students. Findings show that students developed elements of basic intercultural awareness through translation activities and therefore that translation can be a beneficial strategy in this area of language learning.