Postgraduate Conference in Applied Linguistics - Ningbo, China

Venue: The conference will be held at the University of Nottingham Ningbo, China
26-27th June 2009.

This conference explores the latest developments in applied linguistics in China and throughout the world.

Paper sessions are 20 minute slots with 10 minutes for questions/discussion.

* Professor Dingfang Shu (Shanghai International Studies University)

Bionote: Dingfang Shu, President, China Cognitive Linguistics Association, Director, Department of Research, Editor-in-chief, Journal of Foreign Languages, Shanghai International Studies University. Areas of academic interest: Cognitive semantics, metaphor, language teaching.

Title: To be confirmed.

* Dr Richard Xiao (Edge Hill University)

Bionote: Richard Xiao is Professor in Linguistics and PhD supervisor at Zhejiang University in China as well as Senior Lecturer and Programme Leader of English and Chinese Studies at Edge Hill University in the UK. His major research interests cover corpus linguistics, English linguistics, Chinese linguistics as well as contrastive and translation studies of the two languages. Richard’s recent books include Aspect in Mandarin Chinese: A Corpus-Based Study (2004), Corpus-Based Language Studies: An Advanced Resource Book (2006), and A Frequency Dictionary of Mandarin Chinese: Core Vocabulary for Learners (2009).

Title: How can corpora help in language pedagogy?

Abstract:

Corpus linguistics as a methodology of linguistic research has gained such prominence over time that corpora have been used extensively in nearly all branches of linguistics (cf. McEnery, Xiao and Tono, 2006). This presentation explores the potential uses of corpora in one of these areas – language teaching and learning. I will first discuss a wide range of issues related to using corpora in language pedagogy, including reference publishing, syllabus design and materials development, language testing, teacher training, data-driven learning (DLL), teaching language for specific purposes, as well as learner corpus and interlanguage analysis. I will then demonstrate, via a case study of passive constructions in Chinese learner English, how contrastive corpus linguistics can inform second language acquisition research. The presentation concludes by discussing the future of corpus-based language pedagogy.

* Professor Liz Hamp-Lyons (University of Nottingham)

Bionote: Professor of English Language Assessment in the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire; Special Professor in English Language Education in the Centre for English Language Education at the University of Nottingham; Honorary Professor of Education at the University of Hong Kong; and Guest Professor in International Studies and Senior Consultant to the CET at Shanghai Jiaotong University.

Title: Changing attitudes to innovation in English language performance assessment

Abstract:

This paper looks at changing practice in language performance assessment in the last 25 years. It suggests that change occurs partly because of the development of new skills and techniques, but as importantly, because of changing attitudes in language teaching, and in the wider society.

I first discuss the changes in ELTS/IELTS (British Council/University of Cambridge Local Examinations Syndicate/IDP Australia) over the period 1978 – 1995 (Charge & Taylor 1997; Davies 2008; Hamp-Lyons 1986/1991), and relate them to wider social and disciplinary changes. Next, I look at changes in the TOEFL from 1986 to 2006 (Chapelle, Enright & Jamieson 2008) in the same way. In both these cases I focus mainly on the assessment of writing. Finally, I discuss recent innovation in speaking assessment, particularly in the use of group and pair interaction in assessment, focusing mainly on English language school-based speaking assessment (SBA) in Hong Kong secondary school education. In its first four years, the English oral SBA has had a mixed reception among teachers, school leaders and the public, and I suggest that these varied attitudes can be explained, at least in part, by a relationship between different stakeholders’ educational and societal background and positioning.

I close by suggesting that this way of ‘reading’ differing attitudes offers us encouragement for expecting positive change over longer periods.

References

Carroll, B. J. (1978). Specifications for an English Language Testing Service. London: The British Council.

Chapelle, C., Enirght, M. & Jamieson, J. (2008). Building a validity argument for the TOEFL. Routledge.

Charge, N. & L. Taylor. (1997). Recent developments in IELTS. ELT Journal 51, 4: 374-380.

Davies, A. (2008). Assessing Academic English: Testing English proficiency 1950-1989 – the IELTS solution. SiLT Vol. 23. Cambridge: CUP.

Hamp-Lyons, L. (1986). Assessing second language writing in academic settings. Unpub. PhD. University of Edinburgh.

Hamp-Lyons, L. (1991). Assessing Second Language Writing in Academic Contexts. Norwood, NJ: Ablex.

* Dr Goodith White (University of Nottingham)

Bionote: Dr Goodith White is Director of Studies, School of Education, University of Nottingham Malaysia Campus

Title: Buy-lah! The English between the music on Malaysian radio stations, a case study of ELF in action (coauthor with Dr Jane Evison)

Abstract:

Malaysian radio stations broadcasting in English typically play a selection of current hits, plus popular music from the 90s and 80s, interspersed with advertisements, phone-in discussions and competitions involving members of the general public. These stations tend to be private ones, largely dependent on the revenue from their advertising and therefore needing to attract as wide a cross section of the listening public as possible. The stations offer a wide range of varieties of English both from their presenters, who appear to come from Australia and the UK as well as Malaysia, and in the varieties of English used for ads, phone-ins and chat between the music. Government public service ads are given in standard British English, those for cars and exercise machines in a much more local English, and there also appears to be a need to use American English, e.g ‘man’, ‘cool’ etc. in order to project the sense that these stations, which play mainly American music, belong to an international cultural community. Using a framework drawn from accommodation theory, work on commodified identities (Baudrillard) and notions of how and whether these stations maintain mutual intelligibility between broadcasters and listeners, we attempt to give a picture of how ELF is used within this context, as well as eliciting the view of some of the audience for these stations.

Please send your submission by email attachment containing your abstract (up to 300 words), author name, univeristy affiliation and email address.

Microsoft Word or PDF file format would be appreciated.

Please put PALCO in the subject line of your email to palco at nottingham.edu.cn

Important Dates

• Abstract submission deadline: 7 May 2009.
• Authors of accepted abstracts will be notified by 18 May 2009.

These synopses will form part of the conference literature handed out to attendees.

Organised by Dany Badranand John McKenny.