2018 International Conference On Bilingu

Table of Contents
Message from the Chairperson ........……………………………..... 1
About OUHK, RIBiLT…………………………………………....… 2
About 2018 ICBLT ………………………………………………... ... 3
Organising Committee……………………………………………… 4
Programme Committee ………………… …………… .……… .… . 4
Conference Schedule………………………………………………… 6
Conference Venue………………………………………………..… .. 7
Parallel Session Schedule…………………………………………….. 9
Keynote Speakers…………………………………………………….. 17
Abstracts of Papers………………………………………………….... 22
Authors’ Information………………………………………………. 57
The organisers reserve the right to amend the programme as and when necessary
Message from the Chairperson
Research Institute for Bilingual Learning and Teaching (RI-

BiLT) under the School of Education and Languages (E&L) of
The Open University of Hong Kong (OUHK) is excited to pres-
ent 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 staff to
develop research ideas and practices on language education.
Since then, the institute has been providing support to academ-
ics, organising research seminars and workshops, and promot-
ing the study of various topics in the fields of bilingualism and
language education.
In this Conference, we are delighted to have five 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 effort 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 re-
sponses.
With over 100 abstract submissions, we are able to schedule different sessions to cover a num-
ber 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 first of
many more to come.
1
About OUHK
The Open University of Hong Kong (OUHK) was established in
1989. It is the first self-financing university established by the Hong
Kong SAR Government. Being one of the five schools of the OUHK,
the School of Education and Languages (E&L) offers a wide range
of programmes in education and languages and has been playing
an important role in initial teacher education, professional develop-
ment of teachers in Hong Kong and enhancing the language profi-
ciency of students in the OUHK. The School offers three streams of
programmes ranging from the sub-degree level to the doctoral level.
The education stream offers programmes in Early Childhood Educa-
tion and the double degree of Bachelor in English Language Studies
and English Language Teaching whereas the language streams pro-
vide two single degree programmes, one in English Language Stud-
ies and the other in Applied Chinese Language Studies.
About RIBiLT
Research Institute for Bilingual Learning and Teaching (RIBiLT)

is set up by the School of Education and Languages (E&L) of The
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 field. Through sending academic staff to
key overseas institutions with proven related research track re-
cords for academic exchange, the relevant academic staff will be
exposed to state-of-the-art research activities. This aims to en-
hance 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.
2
About ICBLT 2018
Conference main themes
Background
2018 International Conference on Bilingual Learning and -Bilingual Learning and Teaching
Teaching is a conference substantially funded by a grant -Bilingualism and Multilingualism
from the Research Grants Council of the Hong Kong Spe- -Cognitive Linguistics
cial Administrative Region, China (UGC/IDS16/15).
-Corpus Linguistics
The conference is organised by Research Insti- -Discourse Analysis
tute for Bilingual Learning and Teaching (RIBiLT) -ICT in Language Education
of the School of Education and Languages (E&L)
of the Open University of Hong Kong (OUHK). -Intercultural Communication
-Language Acquisition
-Language and Philosophy
-Language Assessment
Aims And Scope -Language, Culture and Identity
-Language Pedagogy
The conference aims to bring together researchers, prac-
titioners, and educators with interests in bilingual learn- -Language Policy
ing and teaching at all levels from all around the world. -Phonetics and Phonology
-Psycholinguistics
It also aims to provide a high quality academic plat-
form for the communities of EFL/ESL/ELT and the al- -Semantics and Pragmatics
lied sciences to promote connections between theory -Syntax and Morphology
and practice, and explore different perspectives on the -Translation and Interpreting
application of research findings into different practices.
-World Englishes
It aims to create a friendly occasion for all
to share perspectives and research find-
ings 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 ap-
preciation of our profession from an international stance.
3
Organising Committee
Chairperson
Dr. Cheung Kwok Wah
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 Thomas
Prof. Yang Ruowei Robin
Programme Committee
Chairperson
Prof. Yang Ruowei Robin The Open University of Hong Kong
Members
Dr. Chan Y.H. Jim The University of Hong Kong
Dr. Chan Chi Wai The Open University of Hong Kong
Dr. Chan Kar Yue Kelly The Open University of Hong Kong
Dr. Chan S.Y. Simon The University of Hong Kong
Dr. Chen Siu Ling Eve The Open University of Hong Kong
Dr. Cheung Kwok Wah The Open University of Hong Kong
Dr. Alice Chik Macquarie University
Dr. Chin Fong Community College of City University
“We Meivalue
Dr. Chow possi-
Yung Vanliza The Open University of Hong Kong
ble Yuk
Dr. Chu friendships
Wo Edward and The Open University of Hong Kong
partnerships made
Dr. Fok Wai Kei Pretor The Open University of Hong Kong
and insights gained The Chinese University of Hong Kong
Dr. Ge Haoyan
at the conference.”
Dr. Gary Harfitt The University of Hong Kong
Dr. Ho Eric The Hong Kong Polytechnic University
Dr. Ho Nga Man Janet Lingnan University
Professor. A. Reza Hoshmand Hong Kong Baptist University
4
Members(Continued)
Mr. Kwok Yan Shing Henry The Open University of Hong Kong
Dr. Lam Man Fong Cindy The Open University of Hong Kong
Dr. Lao Kam Ling Polly The Open University of Hong Kong
Dr. Lee Chi Wai Patrick Caritas Institute of Higher Education
Dr. Sherman Lee Hong Kong Shue Yan University
Dr. Leung Chung Hong Danny The Open University of Hong Kong
Dr. Leung Kit Ying Suzannie The Open University of Hong Kong
Dr. Leung Ming Ming Grace Hong Kong Shue Yan University
Mr. Li Ka Leung Emil Technological and Higher Education Institute of Hong Kong
Dr. Li Sum Hung Eden The Open University of Hong Kong
Dr. Li Yongyan The University of Hong Kong
Dr. Liu Yiqi April The Open University of Hong Kong
Dr. Lo Yuen Yi The University of Hong Kong
Ms. Luk Ngan Yuk Gladys The Open University of Hong Kong
Dr. Ma Hin Tse The Open University of Hong Kong
Dr. Mak Wing Wah Pauline The Education University of Hong Kong
Dr. Poon Wing Kin Vinton Hong Kong Baptist University
Professor Bridie Raban University of Melbourne
Dr. Shu Chi Yee Jack The Open University of Hong Kong
Dr. Nektarios Stellakis University of Patras
Mr. Raymond Tam The Open University of Hong Kong
Dr. Tang Ko Wai William The Open University of Hong Kong
Dr. Tang Kwong Wai Thomas The Open University of Hong Kong
Mr. Wang Tianchong The Chinese University of Hong Kong
Ms Wong Sin Pui Cynthia Technological and Higher Education Institute of Hong Kong
Dr. Wong Ming Sin Jessie The Open University of Hong Kong
Ms. Wong Wai Ling Helen The Open University of Hong Kong
Dr. Yam Pui Suen Josephine Hong Kong Shue Yan University
Dr. Yang Ruoxiao Hong Kong Shue Yan University
Dr. Yeung Wai Ching Susanna The Open University of Hong Kong
Dr. Yung Faye Dorcas The Open University of Hong Kong
Dr. Yung Wai Ho Kevin Education University of Hong Kong
5
Conference Schedule
Day 1: 25 October 2018(Thursday)
Time Event Venue
12:00 - 13:00 Registration D0309
13:00 - 13:30 Opening Ceremony D0309
13:30 - 14:30 Keynote Session 1 D0309

Professor Zhu Hua
14:40 - 15:10 Coffee 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
Professor Liah Greenfeld
11:10 - 12:40 Paper Sessions 7-12 (Parallel) D0708 - D0710, D0719, D0720,
D0819
12:45 - 13:30 Lunch 3F, Block D

Professor Laurence Anthony
14:45 - 16:15 Paper Sessions 13-18 (Parallel) D0708 - D0710, D0719, D0720,
D0819
16:15 - 16:45 Coffee Break D0820
Professor Becky Xi Chen
Day 3: 27 October 2018(Saturday)

Time Event Venue
09:30 - 11:00 Paper Sessions 19 - 23 (Parallel) D0708 - D0710, D0718, D0720
11:00 - 11:30 Coffee Break D0820 (Break Room)

Professor Jeannette Littlemore
12:30 - 13:00 Closing Ceremony D0309
6
Conference Venue
About Conference Venue
The conference will be held at:
The Open University of Hong Kong(Jockey Club Campus)
81 Chung Hau St, Ho Man Tin, Hong Kong
7
The Opening and Closing Ceremonies and Keynote speeches-
Lu Sin Lecture Theratre, Block D, Jockey Club Campus
D309, Lu Sin Lecture Theratre, Block
Open area for lunch
圖例 KEY:
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
往緊急疏散集合點 *
賽馬會校園火警及緊急逃生路線圖
Entrance for Block D, G/F
8
Parallel Sessions 1-6
Day 1 : 25 October 2018 (Thursday)
Time: 15:10 -17:00
Venue: D0708, 7F, Block D Venue: D0709, 7F, Block D Venue: D0710, 7F, Block D
Parallel Session 1 Parallel Session 2 Parallel Session 3

Language Learning and Teaching Linguistic Theories Bilingual and Multilingual Studies
Jenny Yau Ni Wan Tiffany Ching Mark Feng Teng

Exploring University students’ peer re- Rhetorical moves in chairpersons’ Thai university students studying Chi-
view competence: A preliminary study statements in environmental, so- nese in China: Identity, imagined com-
of cognitive and affective feedback in cial and governance reports munities, and communities of practice
language assessment
Chang Liu Lovely Mae Prieto Gene Marie Flores and Paolo Nino
Emotion and motivation in the lan- “The Polymorphemic Verbs of the Valdez
guage classrooms: a pilot study on Mangguangan Language: A Mor- Inequalities of Multilingualism and
university students learning Chinese pho-semantic Analysis” Social Justice: An Examination of Legal
in a short-term study-abroad program Processes in the Philippines
in Hong Kong
Chih Hao Chang Imran Muhammad and Mamuna Yolanda Ruiz de Zarobe
The Effectiveness, Perceptions, and Ghani Strategy use in a multilingual context
Reflections of English Private Tutoring Role of Progressive Tense in the in content-based instruction: A longi-
among Taiwanese Secondary-Lan- Definitions of Stative and Dynamic tudinal stud
guage Learners Verb
Liu Xiaoyun Annie Mae Berowa Rining Wei

Analyzing the discrepancy of Bilingual President Rodrigo Roa Duterte How Small Is “Small”? Interpreting
children on wh-topicalization acquisi- in the Spotlight: The Pragmatic Effect Sizes in Bilingualism Research
tion under interface hypothesis Factors and Functions of Swearing (2011-2017)
in Public Discourse
Cynthia Lee Annie Mae Berowa, Jennibelle

Computer-generated Content Feed- Ella and Rochelle Lucas
back and English Writing: Observa- Perceived Offensiveness of Swear
tions of Adolescent Chinese English Words Across Gender
Learners’ Writing Progress, Feed-
back-Seeking Behaviors and Evalua-
tions
9

Language Learning and Teaching Language Learning and Teach- Bilingual and Multilingual Studies
(Putonghua/ Cantonese) ing
Ken Li and Merrilyn Goos Michael Yeldham Sajed Ingilan

Promoting Statistical Thinking Using Investigating the impact of in- Language and Identity of the
Classroom Discourse structed abdominal enhancement Dabawenyos: Exploring the Linguistic
for English segmental pronuncia- Landscape of the Two Major Streets in
tion Davao City, Philippines
Xiaoli Yang, Zizhou Lu and Yao Tu Yijia Gu Soon Young Jang

基于混合式学习的对外汉语教学设 Student Silence in Tertiary EFL Korean-Canadian Children’s Bilingual
计研究--以美国堪萨斯大学孔子学 Classes in China: Emotional Regu- Learning Through A Multi-Gener-
院Sartalk汉语项目为例 lation and Pedagogical Responses ational Ethnic Church in the GTA,
from Teacher Canada
Wei Jin Aileen Bautista Vivian Lee

母语为俄语的中级水平汉语学习者 A Language Anxiety Case Study The Translation Brief for Translation
的语篇衔接偏误研究 of the DLSU BSE English Stu- Tasks: A Look at the Undergraduate
dent-Teachers Translation Classroom
Sin Wang Chong and Xuejun Ye

Development of an Exem-
plar-based Writing Instruction
Textbook for Teaching IELTS
Writin
10
Day 2 : 26 October 2018 (Friday)
Time: 11:10 -12:40

Frankie Har Yike Yang Katherine Thornton

Active learning pedagogies in under- The Use of Disagreement Strategies Language policy in self-access centres -
graduate ESL classes using mobile on Chinese Forums: Comparing facilitating or impeding a translanguag-
applications Hong Kong and Mainland China ing space?
Bomi Lee Joyce Cheung Lydia Catedral and Madina Djuraeva

An Analysis on Readability of Korean Writing with Suspense: A Cor- Language ideologies and (im)moral
Reading Textbooks pus-based News Lead Analysis images of personhood in multilingual
family language planning
Bowen Xiao Krazy-Marjorie Cailing, Kim Chenggang Wu and Juan Zhang

A Comparison Between Product Ap- Shaun Escolta, Jhonalyn Marce- A systematic review of emotion-label
proach and Process Approach in EAL lo, Jan Marinne Manalusan and words and emotion-laden words in
Writing among VCE Students Raquel Pamintuan bilingual lexicon: Fifteen years explora-
Assessment of Computer Engi- tion from cognitive approach
neering Students’ Grammatical
Errors in Thesis Writing
Siu-Ho Thomas Yau, Wai-Sun Derek Chang Chang and Haichao Eiko Gyogi
Chun, Ching-Hann Jannie Tsang and Chang Awareness of “Others” Around You:
Kwun-Sing Leo Wong An Empirical Study of the Func- Another Potential of Translation Activ-
Vocationalization of English in Hong tions of Verbs and Constructions ities in the Language Classroom
Kong’s Secondary Curriculum: The in Sentence Meaning Interpreta-
Latest Direction and Implicationss tion: A Linguistic Typology Per-
spective
11

Language Learning and Teaching Language Learning and Teach- Linguistic Theories
Aihui Wu Suyuan Fang Yuguang Duan, Zi Lin and Weiwei

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

英语培训：问题与需求及实践型 TA Case Study of the Presentation of
教师培训法在中国的推广 Indirect Complaints in an ELT Text-
book Unit in Hong Kong: Its Pedagogi-
cal Implications
Mikyung Kim Anthony Porras

A Study on How English-speak- Exploring the genre of undergraduate
ing KFL Learners Use ‘Sentences teacher education acknowledgments
without Subject’
12
Day 2 : 26 October 2018 (Friday)
Time: 14:45 -16:15

Simiao Jiang Miyeon Bae Erna Iftanti

Learner Perceptions on Mobile Apps A Study on the Acquisition of Inter and Intra-Culture-Based Group
in English Vocabulary Learning: An a Korean Ending ‘-neunde (는 Discussion To Promote Learning Au-
Interpretative Phenomenological 데)’ by KFL Learners tonomy in a Bicultural Class
Analysis
Jing Liu Shu Zhang and Fang He Wanyu Amy Ou

EFL Teachers’ Identity Development A Comparative Study of Polite- Rethinking ELF in internationalised
in a Transitional Period: A Chinese ness Strategies in Disagreement education: Translanguaging in a Chi-
Experience between EFL Learners from China nese transnational university context
and ASEAN Countries in an Eng-
lish Context
Juan Oliver Ofracio and Aileen Xue Zhang Xi Yang and Irene Chiotis
Bautista Age Variations in Mandarin Tones The Benefits of Translation/Transfer in
Understanding How Filipino Novice ESL Classrooms
Teachers Forming Their Teacher Iden-
tity Based on Their Perceived Sources
and Effects of Anxietys
Xiangtao Du Khoirin Nikmah Edgar Malonzo

A Corpus-based Analysis of the The Arabic Loanwords in Javanese: Language Choice in Expressing Ex-
Development of Japanese University Phonological Interference and pletives and Affection among Libyan
Students’ Writing Ability Across Culture Bilinguals: A Phenomenological Study
Sunghwa Lee
Pre-editing strategies for machine
translation
13

Language Learning and Teaching Language Learning and Teach- Bilingual and Multilingual Studies
Xinguo Liu Maximo Rafael Salaberry Yitian Hong

网络语言舆情视角下中国大陆民众 Expanding the traditional pro- Language shift in a Chaozhou speaking
普通话和方言态度研究 ficiency construct: Interactional family: from the perspective of sto-
contexts ry-telling
Yin Chu Cheung Allison Wallace Baker Muhammad Din

從系統功能語言學分析中學中國語 Self-Regulated Learning in Tran- Teachers’ Use of Code-switching as a
文學習參考篇章 sition: A Case Study of Three Strategy in Science Classes: A Study at
Linguistically Diverse English Intermediate Level in Pakistan
Students in an Intensive English
Program
Jennifer Yao Jhonathan Cadavido, Carmela Ka Wing Kelvin Chu

“體假設”和香港學生普通話“ Ana Reforma, Rona Ann Cea and Legal Bilingualism in Hong Kong:
了”的誤用研究 Galac Kristine Implications for Language Education in
Linking Reading Comprehension Local Law Degree Programmes
and Academic Performance: A
Bridge to School-Based Reading
Comprehension Program
Carmela Reforma Yike Yang, Changwei Zhang, Yunyi
Using Writing Frames in Research Hu, Helena Yan Ping Lau and Bei Li
Paper Writing among ESL Learn- Development of Cantonese Nominal
ers 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
14
Day 3 : 27 October 2018 (Saturday)
Time: 09:30 - 11:00

John Rogers and Anisa Cheung Hiroshi Nakanishi, Ren Oyama, Jiayu He
Into the wild: investigating the effects Shotaro Takahashi and Shinichi How Dialect Experience and Extents of
of input spacing on the learning of Hotei Bilingualism Affect Chinese Children’s
foreign language vocabulary The Effect of Prosody Shadowing Phonological Awareness
Training on Segmental Aspects of
Pronunciation for Japanese EFL
Learners
Alice Mae Arbon, Anne Richie Bal- Jeonghwa Cho, Mijeong Song and Yanhong Fei and Breffni O’Rourke
gos and Jerico Esteron Sungeun Lee Adult migrants in Ireland: Language
Collaborative Teaching in an ESL A Morphological Processing of needs and life needs
Classroom: Pedagogical Insights and Determiner-Noun Agreement by
Issues Korean Learners of English: An
ERP Study
Xuejun Ye Anni Wang Ahmad Al-Issa

Task-based Language Teaching in WHAT’S THE BUZZ? A DISCUR- Language and Identity Construction in
Southwest China: Insider Perspectives SIVE APPROACH TO NEWS the Arabian Gulf: Challenges Faced in a
from EFL Secondary School Teachers VALUES OF BUZZFEED NEWS Globalized World
Ken Siu-Kei Cheng, Josef Chi-Leung Jirka Hana and Barbora Hladka Yujin Kwon
Chan and Venice Yuen-Man Cheung Syntactic annotation of a sec- English-Korean Translation Methods of
A need-based development of a ubiq- ond-language learner corpus Film Titles by Genre and Timey
uitous e-learning tool for university
students learning Chinese as a foreign
language
15
Venue: D0718, 7F, Block D Venue: D0720, 7F, Block D
Parallel Session 22 Parallel Session 23

Language Learning and Teaching Bilingual and Multilingual
Studies
Jing Li Simao Luis

The Effects of Teacher Comment A Survey of Attitudes towards
Types on Students’ Revisions in EFL Codeswitching among University
Writing Classes Student Teachers in Mozambique
Linh Trinh Nikolay Novitskiy, Andriy

The challenges of implementing Myachykov and Yury Shtyrov
competency-based approach in cur- Left Fronto-Temporal Grey Matter
riculum reform to increase the level Volume Increases With L2 Profi-
of bilingualism in Vietnamese EFL ciency In Late Bilinguals
classrooms
Bei Li, Yike Yang and Si Chen Jack Pun

Evaluating the Effects of Perceptual Navigating through the Eng-
Training on Application of Mandarin lish-medium-instruction policy:
Tone Sandhi Rules by English Speak- voices from the teachers and
ers students in Hong Kong secondary
science classrooms
Haoyan Ge Leticia Marquez

L1 Influence on L2 Comprehension Language Preference in Teaching
of Focus-to-prosody Mapping: An and Learning in Tertiary Educa-
Experimental Study tion
16
Keynote Speaker (Day 1)
Professor Zhu Hua

Birkbeck College, University of London, UK
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 jour-
nal (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).
Whose Karate? Language and cultural learning in a multilingual

karate club in London
This talk aims to explore language learning as a process of translanguaging and of cultural
translation. The 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 particu-
larly significant. The 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 mean-
ing-making resource, and explore the theoretical implications of taking language teaching and
learning as a process of cultural translation.
17
Professor Becky Xi Chen
University of Toronto, Canada
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,
orthographic processing, vocabulary, word reading, and read-
ing comprehension) simultaneously in their first language and
second language, and whether these skills transfer between the
two languages.nese and Western (or monotheistic) civilizations.
English-speaking and multilingual children in French

immersion programs in Canada: research findings and
implicationsn between the Chinese and Western (or monotheistic)
civilizations.
In this presentation, I will summarize the findings of my research on language and literacy development
of 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 first language and English language learner students
are becoming bilingual in English and French, and trilingual in English, French, and their first 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 proficiency in the two languages, underlying mechanisms of a construct, etc.).
Additionally, I have explored early identification of and early intervention for at-risk readers who are emerg-
ing English-French bilinguals. We administered a number of screening measures (e.g., phonological aware-
ness, rapid automatized naming, and letter and word fluency 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 first grade. While the intervention was administered in English, it significantly improved pho-
nological awareness and word reading in French, and the effects were maintained in grade three. Therefore,
our findings 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.
18
Professor Liah Greenfeld
Boston University, US
Liah Greenfeld is University Professor and Professor of Soci-
ology, 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 au-
thor, among numerous other publications, of the trilogy on
nationalism and modern culture, including Nationalism: Five
Roads to Modernity; The Spirit of Capitalism: Nationalism
and Economic Growth; and Mind, Modernity, Madness: The
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.
The Translatability of Culture
The 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 medi-
um 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-cul-
tural understanding. It then will consider the question to which extent the problem is exacer-
bated when translations need to make mutually understandable not simply different cultures
but different civilizations, as do translations from English into Chinese and from Chinese into
English.
19
Professor Laurence Anthony
Waseda University, Japan
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 re-
search interests are in corpus linguistics, educational technol-
ogy, and English for Specific Purposes (ESP) program design
and teaching methodologies. He received the National Prize
of the Japan Association for English Corpus Studies (JAECS)
in 2012 for his work in corpus software tools design and the
Waseda University e-Teaching Award in 2018 for effective uses
of corpus software in the teaching of technical writing. He
is the developer of various corpus tools including AntConc,
AntWordProfiler, AntMover, FireAnt, ProtAnt, and TagAnt.
New Directions in Corpus Design and Corpus Tools Development
In this keynote lecture, I will first 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. Then, 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.
20
Professor Jeannette Littlemore

University of Birmingham, UK
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, Thoughts and Communication.
Her research focuses on the acquisition and use of meta-
phor and other types of figurative language by second lan-
guage learners. She is also interested in applications of cog-
nitive linguistics to second language learning and teaching.
What can metaphor tell us about the different ways in which people
view the world?
Figurative language (in particular metaphor) is used in all forms of communication in a wide variety of con-
texts, ranging from informal conversations to news articles, advertisements, educational interchange, expert
discourse, business correspondence, policy documents, doctor/patient exchanges, government communica-
tion, legal settings, and industry/client interaction. The 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 different 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
figurative language (particularly metaphor) is used by different groups of people in different 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 different 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
of metaphorical language and thought, and they tell us more about what it means to be ‘non-literal’. They
also have implications for the provision of support for people who have experienced difficult and traumatic
episodes, where non-literal language is used to discuss and comes to terms with experiences that cannot be
expressed using ‘ordinary’ language.
21
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
The 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. These 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
of 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 find ways to encourage the importance of Arabic.
This 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. This 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. Through a post-structuralist lens, this paper will focus
on the sometimes tenuous connection between Arabic and an Arab identity, due to the fact that the multilingual
communities of the Gulf offer 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
The benefits 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, ineffective 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 efficacy. 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. Specifically, 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 stu-
dent-teacher rapport. Results of this study are deemed relevant to teachers who engage in sustained collabora-
tive 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
This 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 difficult for KFL learners to learn
proper usages of ‘-neunde (는데)’. Therefore, this study will analyze the usage and error patterns of Korean end-
ing ‘-neunde (는데)’ made by KFL Chinese learners. First, the grammatical meanings and discourse functions of
‘-neunde (는데)’ are classified by dictionaries and previous studies. Second, Korean textbooks will be analyzed
to see how ending ‘-neunde (는데)’ has been taught in the KFL classroom. Third, usage and error patterns of
‘-neunde (는데)’ are analyzed according to six different KFL learner’s proficiency. And the acquisition of 22
discourse functions will be analyzed by comparing the written language with spoken language. The analysis will
be conducted using the Korean Learner Corpus which was offered by the National Institute of Korean Language.
Finally, statistical tests will be conducted to reveal whether differences in error rates are significant by the learn-
ers’ proficiency. This study assumed that learners’ interlanguage development shows different aspect depending
on the grammatical meanings and discourse functions of ‘-neunde (는데)’. Especially, the discourse functions
of ‘-neunde (는데)’ are not acquired in advanced level, unlike grammatical meanings of ‘-neunde (는데)’. The
analysis will be possible to look at the learner’s interlanguage acquisition. And It will ultimately provide a foun-
dation for a more effective second language grammar education for KFL learners. This study aims to understand
Allison Wallace BAKER (PS-17)

Self-Regulated Learning in Transition: A Case Study of Three Linguistically Diverse English Students in an
Intensive English Program
This longitudinal qualitative research case study analyzed how international students in their first semester at an
intensive English program (IEP) managed their English language learning experiences while transitioning to a
new academic learning environment. Three linguistically and internationally diverse students who self-identified
as highly self-regulated learners were interviewed at the beginning, middle, and end of their first semester at a large
university-affiliated IEP in the western part of the US. The three students came from Guatemala (Spanish speak-
ing), 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 first 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-
of-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
Different studies about the experiences of student-teachers have shaped the existing curriculum to equip stu-
dent-teachers with vital skills that they need in preparing themselves in becoming teachers. These days, much
emphasis has been given to the mental health condition among students, especially, the anxiety that the stu-
dent-teachers experience. As a response to that trend, this case study aims to understand the causes and effects 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. These participants belong to different backgrounds and profi-
ciency 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
on the findings, the study found out that the students experience both practicum and writing anxiety. These 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 affects anxiety and the pres-
ence of the fight versus flight phenomena as a result of anxiety among the respondents. This 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 Their Identity Based on Their Perceived Anxiety
Novice teachers go through a ‘tough’ journey in their initial years as professionals. Farrell (2012) described them
as ‘newly qualified’ teachers in a new institution, fresh from their pre-service training. Often, they face a reality
that is starkly different 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. There is a perception that novice
teachers in the field of ELT are victims of high attrition even though English teachers are regarded as highly mar-
ketable. Thus, one considers what troubles these young professionals in their respective contexts.
23
the sources and of anxiety among novice English teachers who are teaching at different private schools in Manila,
Philippines. Also, it seeks to know if these sources of anxiety that they experience influence 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: The Pragmatic Factors and Functions of Swearing in Public
Discourse
Swearing has always been viewed as an offensive 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 fulfilled certain communicative functions brought by various factors. This study
examined the public speeches of President Duterte to discover the different pragmatic factors that evoked his use
of swear words, and to discover the pragmatic functions of his swearing. The study analyzed the speeches delivered
by the president before the armed personnel in the country throughout the first 100 days of his administration. The
results of the study showed the numerous occurrences of swear words in his public discourse as influenced by the
topic, the speaker-listener relationship and the socio-physical setting. It was also found that the swearing behavior
of 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 Offensiveness of Swear Words Across Gender
Swear words are usually associated with taboo spheres like sex, excretory functions, and religion (Fagersten, 2012).
These words are identified as offensive, inappropriate and unacceptable in particular contexts, and those who swear
are perceived to be anti-social, untrustworthy and incompetent (Cavazza & Guidetti, 2014). The 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 (Lakoff, 1973). Thus, this study was conducted to determine the offensiveness 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. Through the use of survey and
interviews, it was found that generally, swear words are inherently offensive and that putang ina is perceived to be
the most offensive. In addition, female participants show higher offensiveness ratings as compared to their male
counterparts. Thus, the findings support the assertion made by Jay (1992) that females are more offended 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. Therefore, Filipino ESL learners find it hard to read in both languages which may affect their academic
performance. Numerous researches about reading were conducted but there are limited studies concerning Senior
High School. Thus, this study focused on determining the current reading comprehension level of Senior High
School ESL learners and its effect 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. The effect of reading
comprehension level was validated through a focused group interview. The results revealed that lack of exposure to
reading materials, scarcity of materials and language barrier were crucial factors affecting their reading comprehen-
sion 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
of students.
24
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。
Krazy-Marjorie CAILING, Kim Shaun ESCOLTA, Jhonalyn MARCELO, Jan Marinne MANALUSAN and
Raquel PAMINTUAN (PS-8)
Assessment of Computer Engineering Students’ Grammatical Errors in Thesis Writing
The study aimed to assess the most frequent grammatical errors of the Computer Engineering students from the
College of Engineering and Industrial Technology in writing. The researchers assume that there are no significant
differences 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, specifically, in their thesis
abstracts, recommendations and, conclusions. Afterwards, the data found in each school year was subjected to the
T test to assure the consistency of the findings. The results show that errors in punctuations, noun and pronoun
inflections, verb inflections, 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.The research-
ers recommend that the subjects should be engaged to a grammar instruction remediation program.The results of
the study will serve as the basis for the proposed action plan output that will help in assessing the deficiencies of
Computer Engineering students in writing, equipping them with writing proficiency skills that they will need as part
of their diverse sets of skills.
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. Proficient 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 pro-
grams is one of the many steps in making them Global Computer Engineers.
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). This 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 influence
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-linguis-
tic - 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. The 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.
25
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 in-
terpret 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-
ogy 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 con-
struction deviation (5.486) is less than the total verb deviation (7.849), and the verb spread and construction spread
also vary in different languages. The results suggest that both verbs and constructions take strikingly predictive
effects but perform differently in various languages. Learners of English and Japanese tend to be construction-cen-
tered while learners of Chinese are prone to be verb-centered. This 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)

The Effectiveness, Perceptions, and Reflections of English Private Tutoring among Taiwanese Secondary-Lan-
guage Learners
The 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 increas-
es or decreases, so does that of shadow education (Bray, 1999). The question is then, what are the benefits 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 unconfident stu-
dents 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), offered by profit-oriented language institutes
or 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 effectiveness and on learners’ perceptions and reflections does not match
the scale of its popularity. Little research exists because of the variety of tutoring forms, held by “a paid private in-
structor, 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 influence on students’ experiences, attitudes, and motivations in English learning process (Hamid
et al., 2009). The researchers and policymakers concerned are required to have a deeper insight of language learning
through EPT. If we do not take EPT’s effectiveness and learners’ perceptions and reflections into consideration, “we
would only see a partial picture of learners’ real English-learning experience and proficiency” (Lee, 2010, p. 70), and
we would fail to gain insights into language learning and teaching in settings beyond the classroom, which would
otherwise provide alternative perspectives onto social and cognitive processes (Chapelle & Sauro, 2017).
To address this, the present study investigates the effectiveness of EPT in a control-group pretest-posttest exper-
iment, designed to explore learners’ reflections on their EPT learning experiences during their secondary school
education in Taiwan. This paper first reviews the relevant studies and the prevalence of shadow education in a global
context to interpret its expansion. The 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 knowl-
edge 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
effectiveness of EPT, and to analyze participants’ reflections based on their perceptions.
26
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 different 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 effectively, 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
on 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. Their 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-
oped 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 in-
formation through mobile devices. Nowadays, especially for the young generation, the priorities for technology
consumers place on mobility and flexibility. 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 includ-
ing “Listen and recognize words or syllables”, “Form sentences with words or characters given” as well as “Listen
and write pinyin” could be the effective 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 first paragraph, or the first string of sentences, which comes to readers’ view when they start
reading. Therefore, attractive leads can ‘hook’ readers and keep them curious as the news story unfolds. Jour-
nalists and editors, in view of the significance of a ‘good lead’, are trained to write leads as interesting as possible.
The drilling is deemed essential to many journalism students that celebrated textbooks like Writing and report-
ing for the media (Bender, Davenport, Drager & Fedler, 2016) specifically 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 different 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, often have difficulties 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 fill in the said gap to provide ESP resources for journalism students to en-
hance 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. The corpus is then annotated with the UCREL Semantic Analysis System (USAS)
tagger to summarise the semantic categories preferred by each news type. The two sets of findings, 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。 27
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。
Tiffany CHING (PS-2)

Rhetorical moves in chairpersons’ statements in environmental, social and governance reports
The past decade has witnessed the growing importance of corporate social responsibility (CSR) in Hong Kong.
The 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. This 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. The project aims to examine the discursive and rhetorical strategies in CSR reports as a mixture of
promotional and reporting genres. This paper focuses on part of the project, a genre analysis of chairpersons’
statements in ESG reports. The 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 re-
sults from a robust sustainability assessment undertaken by Hong Kong Quality Assurance Agency. The listed
companies under investigation (N=10) belonged to ‘properties and construction’, the largest industry category
of the index at the time of data collection, i.e. August 2017. Based on existing literature on the move structure
of 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. The findings re-
veal the rhetorical structure of chairpersons’ statements in ESG reports, an important form of communication
between listed companies and their current and potential investors. The study offers 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 difficult 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 challeng-
ing (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).
The effect of distance was examined by manipulating the number of intervening words between constituents
(e.g. This smart student/*students took the exam that turned out to be too easy vs. This smart and honest uni-
versity 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.
The 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 effects to agreement violations
in both conditions, L2 learners did not show any ERP components related to syntactic violations in either of
the conditions. Distance effects 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’ first language are difficult to acquire in a native-like manner, even at an advanced
level of L2 proficiency. Moreover, a wider distribution of distance effects for the L2 group indicates their higher
reliance on working memory resources for long distance conditions.
28
Sin Wang CHONG and Xuejun YE (PS-5)
Development of an Exemplar-based Writing Instruction Textbook for Teaching IELTS Writing
This 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 educa-
tion contexts using a text-mining software called Leximancer and (2) an introduction of an ongoing teaching de-
velopment 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 first session, the speakers will present a systematic review of current literature on exemplar use in unives-
ity writing classrooms to highlight its affordances and limitations. Different 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 findings’ (Thomas, 2014, p. 236), this review of literature is done using a
text-mining
software named Leximancer. Leximancer was selected as the tool because it has been used in educational re-
search (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
after completing a few simple steps.
In the second session, an ongoing grant project will be introduced which focuses on the development of cur-
riculum 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. This 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 official 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 often
receive minimal training in legal Chinese. Therefore, this paper suggests that both law practitioners and law stu-
dents experience tensions between the conceptualization and the practice of legal bilingualism in Hong Kong.
Examining both qualitative and quantitative data, this paper will first 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-
The present paper aims to find 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. This study focuses on reveal-
ing the attitudes of teachers towards the patterns, functions, factors and influence of the switching to mother
tongue in the science classes. The 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.
29
Xiangtao DU (PS-13)
A Corpus-driven Analysis of the Development of Japanese University Students’ Writing Ability
The 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 investi-
gate the vocabulary diversity, vocabulary density, and vocabulary difficulty 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 difficult
words as they move from undergraduate to PhD. programs. The gaps between learners and native speakers
in vocabulary variation and difficulty narrowed. The results also found that a surprisingly small portion of
students have made notable progress in several indices and significant differences 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
This paper presents a corpus-based analysis of argument structure errors in learner Chinese. The data for anal-
ysis 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, The annotation procedure is guided by the Chinese PropBank specification,
which is originally developed to cover first language phenomena. Nevertheless, we find that it is quite compre-
hensive for handling second language phenomena. The 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-specific natural language processing systems. We present a preliminary evaluation
of 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 unified high
school syllabus and the guiding role of College Entrance Examination(Gaokao), Tibetan “Minkaohan” stu-
dents 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 conflict in class.
Yet some students manage to overcome the barriers and thrive from all the conflicts, 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 different languages and cultures are celebrated
Yanhong FEI and Breffni 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. This 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 sup-
port provision from the view of linguistic aspects.
30
This 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’ per-
ceptions of adult migrants’ language needs and policies in Ireland. The questionnaire, semi-structured inter-
view and focus group were all conducted in Ballybough Intercultural Community Centre and St. Catherine’s
Community Centre in Dublin. The 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. These centers not only are the places where migrants learn
the language itself but also might be the first step for them to contact with the local community and to build the
confidence 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 different language
policies is not only influenced by national and/or local goals but are constrained by the ideological values as-
sociated to these languages. This paper examines the inequalities of multilingualism in the case of the legal do-
main 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. Through the examination of legal
texts, processes at different levels in legal administration, and interviews with practicing lawyers, it was identi-
fied that language and discourse in this domain pose significant 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 influence of multilingualism in com-
munities create meaningful opportunities for student engagement. This is greatly amplified with the range of
communication technologies available to educators, making language classes go beyond the confines 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. This 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 so-
cio-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 Influence on L2 Comprehension of Focus-to-prosody Mapping: An Experimental Study
This study investigates the influence of native language (L1) on second language (L2) comprehension of fo-
cus-to-prosody mapping, through a cross-linguistic comparison between Cantonese L2 and Dutch L2 learners
of English. The realization of focus is language specific: 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. The
comparison between these two L2 groups makes it possible to tease apart potential L1 effects from possible gen-
eral L2 processing effects.
31
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. The results revealed significant
differences 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.
The results suggested that prosody affected 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 effects on L2 comprehen-
sion. The findings may help future pedagogic applications by informing precisely which aspects of prosody
may be particularly difficult to acquire in a teaching setting. The results have the potential to inform English
language teachers how to adjust the teaching of prosody for specific needs of L2 learners with different lan-
guage 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 influences in L2 acquisition and development. There is, however, the paucity of scholarly attention paid
to the effects of negative learner silence on classroom participants, i.e., on teachers and students themselves,
especially in the tertiary EFL context in China. This research firstly 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 Theory (DST) approach is adopted to further clarify the
three types of negative affective 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 five English teachers
to analyze the emotional effects 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 benefits of using translation in the language classroom for bilingual
education. The benefits include developing communicative skills and intercultural competence and empower-
ing students from minority backgrounds. This study suggests another benefit of translation, which is awareness
of “others” around you.
The 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 five
treatment sessions on a voluntary basis. In each class, students were given a translation task involving real-life
purposes and real-life audiences. This study analysed students’ learning journals and audio-recorded post-ses-
sion interviews. The data were coded sentence-by-sentence, using qualitative analysis software, NVivo, and
divided into several categories. After that, the core theoretical concepts that best represent these categories
were identified.
This study focuses on two concepts identified by the analysis, which are “other’s stance” and “own stance”. The
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 refine their own translations. This 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 different perceptions, emotions, attitudes, and values in each person.
32
Jirka HANA and Barbora HLADKA (PS-20)
Syntactic annotation of a second-language learner corpus
CzeSL (Hana et al 2010, http://utkl.ff.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 specific 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. This 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 first pro-
ject annotating a richly inflectional non-native language.
Our ideal goal has been to annotate according to the non-native grammar in the mind of the author, not ac-
cording 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 underspecified 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 defined 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 define active learning as “anything course-related that all students in a class ses-
sion 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
one-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 effectiveness, this pilot study
investigates how the newly launched mobile apps, Badaboom!, affects student engagement among first-year
university ESL classes.
Inspired by the current gamified mobile phone app “Kahoot!”, Badaboom! is a game-based classroom response
system which integrates a game approach into the traditional classroom by incorporating different gaming el-
ements 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
effectiveness or otherwise of this mobile app technology.
The pilot study reflects that, most students favour the interactivity and engagement afforded 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. This study suggests
that such technological device can enhance learning autonomy and effectiveness amongst Asian students in
tertiary ESL classes.
33
Jiayu HE (PS-21)
How Dialect Experience and Extents of Bilingualism Affect Chinese Children’s Phonological Awareness
Bilingualism has been proved to affect children’s language and cognitive development in various ways, includ-
ing their phonological awareness. However, the findings in this specific area appear to be mixed and whether
different varieties of bilinguals perform differently is still understudied. The current study aims to find out
how dialect experience and different extents of bilingualism affect 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. The results showed that dialect experience positively affects the overall performance of
bilingual groups, with balanced bilinguals surpassing receptive bilinguals. Bilingual children also showed ad-
vantage in tasks concerning novel syllables, indicating that their advantage might come from a bilingual effect
rather than just cross-language transfer. Moreover, the study demonstrated a qualitative difference between
balanced bilinguals and receptive bilinguals. The 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.
Yitian HONG (PS-18)

Language shift in a Chaozhou-speaking family across three generations: from the perspective of sto-
ry-telling
This study investigates the language shift pattern of a minority language, Chaozhou, in its indigenous area, a
Chaozhou and Mandarin bilingual society. The 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. Their speech data was collected by story-telling.
Their language choice in story telling was found to be correlated with their language proficiency and language
requirement of the society. Language proficiency in narration indicated by the number of utterances used
demonstrated the decline of language ability of Chaozhou in the young generation. Different styles of telling
the story, such as naming of the characters and use of folk sayings demonstrated a literal style oriented lan-
guage shift across generations. A bilingual family with members shifting from Chaozhou monolinguals in first
generation to Mandarin dominant bilinguals in the third generation can be suggested in the study. The loss of
Chaozhou in the third generation is obviously observed. The 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
or out-of-classroom context. Yet, for bicultural class consisting of Indonesian and Thai 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 different cultural backgrounds faced some underlying learning problems. There-
fore, to establish learning autonomy is significant. This article is then aimed at describing out-of classroom
learning practices which proved to be able to promote their learning autonomy. This research done qualitative-
ly 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 im-
plementing both inter-culture and intra-culture-based group discussion conducted in and out-side classroom
settings. This finding 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.
34
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. Specifically, it aims to determine the
types of signs in the two major streets and identify the languages used in these signs. Through quantitative and
qualitative methods in linguistic landscape research, findings 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. The 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.
Soon Young JANG (PS-6)

Korean-Canadian Children’s Bilingual Learning Through 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
official languages. Immigrant children are exposed to languages and cultures of home and ethnic community
as well as mainstream school and society. They 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). Thus, 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? This 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.
The popularization of smartphones, together with various applications, makes it an important device in language
learning and teaching.
35
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. Therefore, 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 invit-
ed to participate in semi-structured interviews and an app using trail (which meant to evoke thinking). The
interview transcripts and learning journals during the trial are collected as original data. The 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 du-
al-channel assumption, the limited capacity assumption, and the active processing assumption, is referred to
in the interpretation of results. Three themes have been identified, which are patterns of use, perceptions on
autonomous learning and vocabulary acquisition, and app using experience. The findings indicate that learners
hold a positive attitude towards app learning, regarding it as an effective, convenient, flexible and informative
approach for word acquisition. However, there are also drawbacks, such as, unstable internet connection, dis-
traction and operational difficulties. 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 often 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. This analysis
indicates that Korean and English have different syntactic rules in terms of subject omission. In addition, it
could be difficult for English-speaking KFL learners to learn Korean subject non-assumable sentences, because
subjects are required in most English sentences. Due to these differences in L1 and the target language, Eng-
lish-speaking KFL learners are assumed to have difficulty acquiring Korean sentences without subject. Based
on this assumption, this paper tries to observe the difficulties 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 classified 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 sen-
tence, 3) subject non-assumable sentence. Three categorized sentences in writing corpora are analyzed to find
out if there are distributional differences in usage patterns: 1) between English-speaking KFL learners and
Korean native speakers and 2) among the learner groups according to Korean proficiency.
The research results were different from expectations. The ratio of subject-omitted sentences in English-speak-
ing 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 difficult to state that the KFL learners can use subject
non-assumable sentences as fluently as Korean native speakers, because the KFL learners use only a few sen-
tence patterns compared to Korean native speakers.
36
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 identified 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. This paper intends to fill 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 first 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 learn-
ers to indirect complaints. The 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 insufficient. 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. Third, the unit falls short in drawing learners’ attention to the socio-pragmatic variables
which may influence complainants’ strategy preferences and linguistic choices. After 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 text-
book resources to teach speech acts, including indirect complaints.
Yujin KWON (PS-21)
English-Korean Translation Methods of Film Titles by Genre and Time
A film title is one of the most directly influential elements in the audience’s interest in and desire for seeing the
film. Since a properly translated movie title can provide information about the plot, add attraction to the film,
and thus stimulate the audience’s attention (Yin 2009), the study on translation strategies of film titles needs to
be more specifically achieved. Therefore, this study investigates the preference for film title translation methods
by genre and time when translating English titles into Korean, extending its research scope unlike previous stud-
ies limited to a specific year or a particular genre. In this research, data consists of 1,914 British and American
films released from 2008 to 2017. The films are classified 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 film titles
into Korean prefers transliteration the most. This study would be beneficial, as it reflects 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。
37
Bomi LEE (PS-7)
An Analysis on Readability of Korean Reading Textbooks
The 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 effects 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 difficult, they may feel frustrated
and give up learning. It is necessary for the learners understand the text, at the same time, to have an appropri-
ate level of text to acquire new information and motivate learning.
This 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 influenced by English education,
and the majority of studies were using the Dale-Chall formula without localization. This formula developed by
Yoon (2006) has revealed that it is applicable to Korean text through statistical tests. This formula uses ‘vocab-
ulary difficulty’ 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 difficulty levels.
Especially, the result shows that the scores differ more than two times in the same grade 6 (advanced) text-
book, but it is not appropriate to make too much difference of difficulty in the same textbook. In a textbook of
a certain level, the texts should be maintained at the certain level, and the difficulty level should be gradually
increased as the proficiency increases. However, it was found that the texts of the textbooks were developed
without any consideration of readability. Therefore, in order to develop the reading textbooks in the future, the
difficulty 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
The 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. Then
it reports and compares the writing progress (i.e., scores and essay lengths), frequency of seeking comput-
er-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 proficiency levels of two sec-
ondary schools in Hong Kong. They used the System to write five topics of argumentative essays in workshops
over the period of study. Drawing on the overall writing and content scores, it was found that the three groups
of students did not achieve statistically significant differences in most of the workshops. However, the mid pro-
ficiency students demonstrated a statistically significant difference (p<.05) in the timing of seeking their initial
feedback from the System in three workshops. The high and the mid proficiency students gave more positive
evaluation on the usefulness of the System than their low proficiency counterparts in the questionnaires. The
analysis enables teachers and schools to understand the learning progress of different proficiency levels of stu-
dents, and to make informed pedagogical decisions for low proficiency students in particular.
38
Sunghwa LEE (PS-15)
Pre-editing strategies for machine translation
This study aims to develop pre-editing strategies that can be employed before running machine translation
(MT), specifically 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. There have been studies regarding how to use MT effectively; but most studies focus on post-editing, i.e.,
editing the text after running MT.
This study explores how to modify the source text (ST), English so as to produce a better Korean text, which
is a target text (TT). The ST includes three texts: Obama’s speech on feminism and two news articles. A total
of 2651 words are in the STs. The texts were first 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 confirm whether the pattern can be stable enough to be considered as a rule.
Vivian LEE (PS-6)

The Translation Brief for Translation Tasks: A Look at the Undergraduate Translation Classroom
This 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 differences 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.
Ken LI and Merrilyn GOOS (PS-4)

Promoting Statistical Thinking Using Classroom Discourse
Classroom discourse is beneficial to learning as enabling students to verbalize their thoughts to sustain dis-
cussions. Through discussions, the students came to see the same problem differently and proposed inter-
pretations of problem settings leading to different approaches to problem solving. To respond to their peers’
feedback or different approaches, they communicated their own beliefs, ideas, and understanding, thus making
different contributions and generating a more comprehensive view of the problems. In addition, teacher-stu-
dent discourse exhibits the form of scaffolding 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 fifty-eight bilingual students enrolled in the Higher Diploma in Applied Statistics and Computing
course in an institute of vocational education. The students were divided into small groups in order to increase
opportunities 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.
The discourse was audio-recorded and analyzed with the aid of the frameworks developed by Mercer, Kumpu-
lainen, as well as Tharp and Gallimore.
39
It was found that most peer discourse was of the exploratory type, characterized by reasoning and thinking,
and only a few instances were classified as cumulative when students were attempting straightforward learn-
ing 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 scaffolding as-
sistance to guide students’ thinking towards knowledge construction as well as problem solving. The findings
resulting from this analysis of classroom discourse are grounded in the sociocultural theories of learning.
Jing LI (PS-22)
EFL Teachers’ Identity Development in a Transitional Period: A Chinese Experience
The 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 offer EAP(English for
Academic 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 affect 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. The
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 reflective teaching practice,
which verified the triangular relations(persons, resources and practices) of Toohey’s theory. On the one hand,
their professional identities were enhanced by their increasing confidence and self-fulfillment. On the other
hand, they were still confronted with many challenges and tensions, which limited their professional identity
development. The 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
This 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 partic-
ipated in a five-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.
40
Jing LIU (PS-13)
EFL Teachers’ Identity Development in a Transitional Period: A Chinese Experience
The 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 offer 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 affect 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 nar-
rative 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. The 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 mak-
ing use of available resources and reflective teaching practice, which verified the triangular relations(persons,
resources and practices) of Toohey’s theory. On the one hand, their professional identities were enhanced by their
increasing confidence and self-fulfillment. On the other hand, they were still confronted with many challenges
and tensions, which limited their professional identity development. The 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 hypoth-
esis
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 different from both
monolingual(native English speaker) L2 learners and native speakers. To find out this discrepancy and the rea-
son behind results, this article is organized as follows. Section I gives an introduction about the difference be-
tween Chinese and English, and the reason to do this study. Section II reviews the studies about the acquisition
of 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 dis-
cussion and the conclusions.
The possible outcome is, although English speakers are able to make the distinction in their L2 Chinese gram-
mars 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 pre-
vious 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. This, however, does not mean that
all problems with L2 external interfaces are likely to result from a deficit 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 difference 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.
41
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 (hereafter CS) (Li & Tse,
2002) and the quantity of switches in the classroom (Lin, 2017). Little is known about the effect of socio-bio-
graphical variables, the frequency of CS, the prior and current linguistic practices (Dewaele & Li Wei, 2014) and
the medium of instruction (hereafter MOI) (Li & Tse, 2002) on attitudes towards CS. This study aims to identify
the effect 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. This 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). The study adopts a purposive sampling of
158 multilingual student teachers (80 males, 78 females) in different 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). This is supported by qualita-
tive 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 difference between them. Also, there is no significant effect of age
and educational level.
Edgar MALONZO (PS-15)
Language Choice in Expressing Expletives and Affection among Libyan Bilinguals: A Phenomenological
Study
Expression and understanding of emotions are critical to interpersonal relationships. Experts have said that
emotions influence 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
differentiated the emotional significance carried out by the first language (Arabic) and the second language
(English) among Libyan bilinguals. Through a semi-structured interview with 15 participants, it was found that
respondents feel more comfortable using English when swearing and expressing affection. Moreover, both male
and female respondents considered swearing in Arabic to be more offensive than English because the nature
of Arabic swearing is more related to offending religious beliefs and values. It is only in heated arguments that
Arabic is preferred as they can convey their messages with ease. Significantly, preference in using English in ex-
pressing affection can be attributed to their exposure to western culture through different 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 significance. 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 affects the use of the first and the second language.
42
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 essen-
tial 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. The 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
officially enunciated in Department Order No. 25, series 1974, on June 19, 1974 by the Secretary of Education
and Culture. The study focused on students’ and teachers’ preference on language used in developing instruc-
tional 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. The descriptive method
was employed during the process of this study. Instruments that were used in the research were survey question-
naires and observation method. The survey questionnaires served as data to find 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. The participants were selected teachers and students in
the tertiary level of a local university. The 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 Definitions of Stative and Dynamic Verb
This experimental study aims to find 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 first, this paper highlights how the
matter of using statives in progressive form is a conundrum among the researchers and in grammar books. Sec-
ondly, it is focused on to what extent the definitions 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’
identification of these two types of main verb. Thirdly, it stipulates how the exclusion of impetuous clauses and
expansion in requisite details of relevant terms, from the definitions of both, can produce proliferated results. For
this purpose, data was collected in two phases: in the first phase, a language proficiency test was administered
along with a handout used as control parameter, exhibiting the definitions 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 modified definitions. Same subjects of intermediate and master’s level participated in
both the tests. The study culminated in that certain modifications in the definitions of ibid. verbs seem prerequi-
site for amelioration of their comprehension among the learners.
43
Hiroshi NAKANISHI, Ren OYAMAy, Shotaro TAKAHASHI and Shinichi HOTEI (PS-20)
The Effect 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 mod-
el sound, has been indicated to be effective 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 beneficial to improving segmental aspects in their speech. Thus, this study explores
whether prosody shadowing training promotes the quality of vowel sounds (i.e., ɪ, e, æ, ʌ, ɑ, u) in speech. The
participants of the present study were 14 Japanese female EFL students (age, M = 19.29) who completed shadow-
ing training tasks and oral reading tests as pre- and post-assessments. The 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. The 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 train-
ing, the Euclidean distance was computed between the learners’ and model’s F1 and F2 frequencies. The results
showed that the Euclidean distance of /ʌ/ vowels between the learners and model was significantly shorter (t(13)
= −2.48, p = 0.01) through just ten phases of prosody shadowing training. Therefore, short-term prosody shad-
owing 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 rela-
tively easy to imitate the sounds compared to other vowels.
Khoirin NIKMAH (PS-14)

The 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 different phonological systems. This 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 similar-
ities and differences between the loanword meaning and its origin. The approach applied in this research is de-
scriptive qualitative. Meanwhile, the method of collecting data is observation method using recording technique,
participant observer technique, and note-taking. Then, 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, fission, assimilation, dissimilation, monophthongisation, and degemination; 2) every single loanword
may indicate more than one kind of phonological changes; 3) different cultures between Arab and Java cause
a shift in meaning. In this case, some of loanwords are related to Islamic tradition, name of day, some general
nouns, and verbs have a shift in meaning, either extension or narrowing. Meanwhile, for adjective to be specific,
shifts in meaning are not found.
44
Nikolay NOVITSKIY, Andriy MYACHYKOV and Yury SHTYROV (PS-23)
Left Fronto-Temporal Grey Matter Volume Increases With L2 Proficiency In Late Bilinguals
Second language (L2) learning is an engaging experience with a potential capacity for changing the structure
of the brain. For example, intensive language training results in a denser cortical changes in the left-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. They
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 offered variants. The error rate
(mean 16 ± 3.2 %) was used as a measure of the subjects’ L2 proficiency. Voxel-based morphometry (VBM) was
performed with Computational Anatomy Toolbox (CAT) for statistical parametric mapping software (SPM
12). Segmented, normalized and smoothed grey matter images were fed into a general linear model (GLM)
with language proficiency as covariate. The whole-brain analysis revealed two cortical clusters that negatively
correlated with translation task error rate at the significance level of p<0.001 and cluster size threshold > 100.
Both clusters were located in the left hemisphere, specifically in the inferior frontal (BA11, cluster size = 209)
and fusiform (BA20, cluster size = 179) gyri. Thus, second language learning appears to be associated with
increased plasticity in the cortical areas associated with cognitive control (orbitofrontal) and visual word form
processing (left 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
This study is part of a larger project investigating the linguistic ecology of a multilingual transnational univer-
sity in China. Transnational higher education (hereafter 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’ discur-
sive and social experience in this internationalised education setting has been largely unnoticed. Drawing
on 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
of students with diversified linguistic and sociocultural backgrounds, with particular focus on the interplay of
one’s language resources to each other, to the speakers, and to the wider socio-political structures. Findings
of this study challenge the traditionally essentialised view on language use in ELF educational settings. The
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 flexibly 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.
45
Anthony PORRAS (PS-12)
Exploring the genre of undergraduate teacher education acknowledgments
Genre-based studies in various disciplines have continuously flourished throughout the years. Despite this
proliferation, local studies dealing with the acknowledgment section of the undergraduate theses tend to be
premature most specifically in the field of teacher education. The study aimed to analyze, through the presence
of moves, the overall structure of the thirty (30) randomly sampled undergraduate acknowledgments from the
field of teacher education using Hyland’s model. The findings revealed that the undergraduate acknowledg-
ment structure was comprised of Thanking Move which is the most pervasive move, followed by the Reflecting
Move. Though the Announcing Move was not present, one unique move, which is Thanking 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)

“The 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-lex-
ical morpheme of a polymorphemic word has its own distinct meaning. The paper will identify polymorphe-
mic verbs in the Mangguangan Language, and will determine the proper usage of these polymorphemic words.
The subjects comprised of 38 Mangguangans from Limbaan, New Corella, Davao del Norte. The subjects are
all student-parents of UM Tagum College. They 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
of 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 class-
rooms (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 teach-
ers 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. The teachers and stu-
dents’ 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 different EMI classrooms worldwide.
46
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 difficulties 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. This study
attempted to investigate if writing frames as proposed by Wray and Lewis (1995) can aid in synthesizing related
literature among ESL learners. Specifically, answers to the following questions were sought: 1) How can the use
of writing frames improve selecting, citing, and synthesizing related literature of Senior High School students?
and 2). How effective is the use of writing frames in improving selecting, citing and synthesizing related litera-
ture? The implementation of the writing frames was divided into: teacher modeling or demonstration, joint ac-
tivity, and independent activity for 4 weeks. The 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 effects of input spacing on the learning of foreign language vocabulary
This study sets out to address the call for more ecologically valid research within the field of second language ac-
quisition (SLA) (e.g., Spada, 2015). A considerable body of research has investigated the effects of input spacing,
that is the amount of time between learning episodes, on the learning of foreign language (L2) vocabulary. This
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. The 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.
This study followed a pretest-delayed posttest design to examine the effects on input spacing on the acquisition
of L2 vocabulary, specifically 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
of 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 findings from previous, laboratory-based research,
the results of this study found a significant advantage for the spaced-short condition, thus suggesting that previ-
ous findings of lag effects in L2 vocabulary learning might not be robust to the variabilities present in authentic
learning environments. The results will be discussed further in light of previous research into distributed prac-
tice effects and theories of bilingual development.
Maximo Rafael SALABERRY (PS-17)

Expanding the traditional proficiency construct: Interactional contexts
More than thirty years ago, Kramsch (1986) introduced the concept of Interactional Competence (IC) against
the background of the Proficiency movement advanced by the ACTFL Guidelines. More precise theoretical de-
scriptions 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).
47
Nevertheless, the theoretical difficulties for the assignment of individual grades to a co-constructed perfor-
mance (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
of test-takers in interactional settings (e.g., Galaczi, 2014; Ross & Kasper, 2013; Youn, 2015; Young, 2012).
Despite the difficulties to assess interactional competence, the potential benefit 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 first two years of instruction (Goldberg et al., 2015). The lack of focus on interactional
abilities, especially for beginning students may deprive these students the opportunity to develop a more re-
alistic, contextualized definition of language (e.g., Carter & McCarthy, 2004; O’Keefe et al, 2007), and of the
opportunity 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
of 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 as-
sessment procedures that can help us circumscribe specific traits of language ability across differential contexts
defined by the local instantiation of the interactive co-construction of knowledge.
Tomohiko SHIRAHATA, Hideki YOKOTA, Koji SUDA, Takako KONDON and Mutsumi OGAWA (PS-
12)
The Acquisition of Wh-questions by Japanese Learners of English: Focusing on Subject Wh-questions
This 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
original 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.
Therefore, the formations of wh-questions in both languages are so different that it is worthy of examining how
JLEs commence acquiring English wh-questions, in particular subject wh-questions. Forty-five university JLEs
took a multiple-choice test. The results indicate that at the initial stage, JLEs are syntactically and semantically
influenced by Japanese properties. Then at the intermediate stage, they overuse DO. This may be caused by
L2 input and the transfer from the structures of the other wh-questions: DO is inserted all wh-questions ex-
cept subject wh-questions. DO is used for a majority of wh-questions. Thus, we have found that JLEs develop
wh-questions from the L1 transfer stage to overuse of DO stage.
Mark Feng TENG (PS-3)

Thai university students studying Chinese in China: Identity, imagined communities, and communities
of 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 Thai students studying in China navigated the complex process of identity negotiation
in their imagined communities and communities of practice. This investigation revisits intercultural sensi-
tivity, proximity and boundaries in exploring how the students’ communities of practice afforded different
opportunities to demonstrate their identities. The findings 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 real-
ities in their host communities caused struggles with their identity negotiation. The Thai students’ multi-lay-
ered experience and the social contexts of Chinese learning influenced 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.
48
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. These purpose-made
spaces are now more often 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
offer limited opportunities for target language use. Is there a strict policy, which may ensure maximum expo-
sure to the target language, but risks putting off 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 oth-
ers within the space, even if this results in fewer learning opportunities?
In addition, recent research questions the separation of languages into L1 and L2. The concept of translanguag-
ing posits that rather than code-switching between two separate languages, bilinguals and learners of other lan-
guages draw flexibly and dynamically on different 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 influence is this new perspective on language learning having on language policy in SACs?
The researcher will report on the results of a survey and follow-up interviews which investigate current lan-
guage policies in SACs and the attitudes of stakeholders towards these policies in both EFL and ESL learning
environments.
Linh TRINH (PS-22)
The challenges of implementing competency-based approach in curriculum reform to increase the level
of bilingualism in Vietnamese EFL classrooms
English language teaching and learning in Vietnam has undergone significant reform in a variety of aspects
and at different levels of education, notably curriculum at primary school. On account of numerous benefits
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
of positive impacts of this approach in language acquisition, there still exist several issues that hinder the
process of English language teaching and learning. This 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 different 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. The findings 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 proficiency and teaching techniques as well as the gap in terms of
educational development among different regions also account for this issue. Some adaptations to the curric-
ulum as well as annual training programs for teachers are recommended to solve this problem. These findings
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
This study details the research aspects of collaborative language learning and teaching. The 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).
49
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 benefits 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 lan-
guage activities in their classroom settings. Thus, not much research has paid attention to students’ definition of
collaborative language learning.
The 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. The researcher asked 43 Japanese university students to answer questions about their perception
of collaborative language learning activities and the data were statistically analyzed and their comments were
qualitatively categorized to obtain insight regarding their collaborative language learning. The results from
the questionnaire responses and reflective comments revealed the learners’ beliefs about language learning in
collaborative situations. This 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 Effect Sizes in Bilingualism Research (2011-2017)
To echo calls for robust statistics in the on-going methodological reform (cf. Plonsky 2014), making use of
effect size (ES) is highly important. Use of ES involves reporting ESs and interpreting ESs against some bench-
marks, the latter of which is under-researched. Although Plonsky & Oswald’s (2014) innovative paper “How
big is ‘big’? Interpreting effect sizes in L2 research” published in Language Learning proposes some ES bench-
marks developed from primarily experiment-based studies in the field 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 inter-
pretation, the present study examines the field 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
effects? The 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. These 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). This paper contributes to ES interpretation by
complementing Plonsky & Oswald’s (2014) ES benchmarks (based in the field of L2 research) with a new set of
benchmarks (based in the field 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 affective
feedback in language assessment
Peer review is commonly used as an assessment task in University English teaching and learning. The peer
review process is significant to academic research. Classmates exchange their writings, evaluate others’ per-
formance and construct comments for further improvement.However, this review process is considered to be
very difficult to many undergraduate students, especially for non-English major students. This is because most
students are inexperienced L2 learners in English. They 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.
50
The present study is founded on extensive research into this reviewing difficulties of Year two undergraduate
students in Hong Kong Shue Yan University. The 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. These
reviews, approximately 72,000 words, were carefully selected and analyzed qualitatively. A detailed analysis of
cognitive and affective 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. The findings from focus group interview also
create valuable insights to the language discussion of writing peer review. The 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
This study examines how news values of Buzzfeed News are discursively constructed and discusses the features
of Buzzfeed News with reference to ‘soft 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
‘softness’ of Buzzfeed News and that it is ‘playing by the rules’ (Tandoc, 2017) in the field of journalism, reflected
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: Fifteen years
exploration from cognitive approach
Recently, increasing attention has been paid to emotion word processing in bilinguals. One central question in
this field is to what extent emotion words in a second language (L2) can activate emotion and whether emotion
words in a first language (L1) and L2 could produce similar emotion activation. Behavioral studies produced
inconsistent findings 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 affectively. The 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).
51
Emotion-label words describe affective states directly, such as sadness, while emotion-laden words elicit emo-
tion via connotation without stating what affective states are, such as death. The present study systematically
analyzed 21 studies that investigate emotion-label words and/or emotion-laden words processing in bilinguals.
The 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 proficient in L2, frequently use L2 and have
enough exposure to L2 context; 2) emotion-label word and emotion-laden words are processed differently 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 differ-
entiate the two kinds of emotion words, which might result in non-significant 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 Certificate 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. This has
laid a solid foundation for students who are going to enter universities in Australia and other British Common-
wealth countries.
Under the influence of exam-oriented education, writing is the weakest and problematic task for Chinese stu-
dents, 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. This 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 findings after 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)

The Benefits 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 first language and the second language
does promote learners’ comprehension, interests and motivation of English language learning (Lin, 1999).
This paper reports on a study that explores the use of code-switching in English as a second language (ESL)
classrooms. The purpose of this study is to demonstrate how the first 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 effectively and
more efficiently under bilingual guidance.
52
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)

The Use of Disagreement Strategies on Chinese Forums: Comparing Hong Kong and Mainland China
Disagreement refers to the expression of a different view from that of a previous interlocutor. Prior research
on 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
online 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.
The data annotation framework, which is based on previous studies and our own data, consists of the following
five 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 informa-
tion within each thread. Moreover, the distribution patterns of disagreement strategies were similar on the two
forums, but there were significantly more disagreement tokens and negative comments on the Hong Kong fo-
rum. This divergence is interpreted as resulting from the different 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 confirm 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, conflicting 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. This study attempts to investigate how nominal structure is developed in early Cantonese
of a Cantonese-English bilingual child, and whether there are differences between the acquisition sequences
of 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. The child’s spontaneous
utterances containing nominal structure were extracted for further analyses. Our preliminary findings show
that the developmental sequences of the bilingual child are similar to that of the monolingual child. Bare nouns
and pronouns are among the first 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 differ from the monolingual
child. Data from more children collected in a longer period of recording sessions are needed to confirm our
initial observations about the sequence and rate of nominal acquisition by this bilingual child.
53
Yike YANG, Bei LI and Si CHEN (PS-22)
Evaluating the Effects 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 pio-
neers to examine the effects 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 train-
ing session and a post-training recording session. Ten native speakers of Beijing Mandarin also participated in
the recording as a control group. There 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 identification test to evaluate the training. Two trained Man-
darin-speaking linguists first manually segmented the target syllables, normalized the intensity at 55 dB, an-
onymized the participants, and then performed the perceptual evaluation of each target syllable on a 101-point
scale. A significant effect of perceptual training was found on the half-third sandhi rule but not on the third
tone sandhi. The roles of familiarity (trained versus untrained words) and context (real versus wug words) on
the training effect 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 Thomas 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: The 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 second-
ary level in the “Progression of VPET with Diversification” 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. The programme aims to boost students’ confidence 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.
54
For instance, the connection of VEP with other VPET-related components in the “Learning to Learn 2+” cur-
riculum, the influence of the VEP on the current senior English curriculum, the curriculum design, accredita-
tion and articulation of the courses. This 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. The interviews would invite students and teachers from both secondary schools and post-secondary level
institutions to consolidate their views towards the VEP. The 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. This presentation reports on a
study of teachers’ knowledge of TBLT, difficulties 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. The findings reveal that teachers’ understanding of TBLT was limited and varied. The implementation
gap was attributed to various contextual constraints such as exams, teachers’ beliefs, and pressures and chal-
lenges from the school. Participants of this study disseminated both similar and differentiated views towards
problems and solutions. The 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’ artic-
ulatory functions. However, effort from the abdominal region is also required to produce many sounds. This
is often 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 effort include: long vowels
and diphthongs such as /i:/ (cheap), /u:/ (moon), and /eɪ/ (Jane), especially when in syllable-medial position;
and voiced consonants, such as /z/ (zoo), /v/ (value), and /ð/ (brother). This study of students who were volun-
tarily enrolled in summer pronunciation classes at a university in Hong Kong had two components. The first
was an experimental comparison of two groups of these learners. Both groups were taught sounds including
those outlined above. The 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 ab-
dominal region in producing the sounds, while the control group was not. The 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. The 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). The study involved
Mandarin and Cantonese L1 speakers, and the results are presented for both these groups combined and also
separately for each group. The experimental results showed significant 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 often in the
form of content-based instruction, an approach encouraged as one of the innovative methods to improve the
quality of language learning. This 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).
55
This 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. The 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), specifically developed for young learners, which was elicited pre- and post-in-
tervention 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 difference was not maintained over a two-year period.
This study shows that through explicit strategic instruction, students may begin to realise how different strat-
egies can be at their disposal. This 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
This paper aims to make a comparative study of cross-cultural communication upon a special speech act-
“disagreement”. The 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 influence 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 in-
volved 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 find that both groups of undergraduates generally tend to use the same politeness
strategies according to the same social distance, but gender is a more significant 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. Those findings may offer reference to both sides during the pragmatic
occasions 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,
Sankoff 1974), we found that the native Chinese adult speakers alternate between different tones that have
the same meaning. The statistical results show that this tones variation is not fully random. The 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. The choice of tones varies gradually as same as age differs. 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). This finding 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.
56
Authors’ Information
Name Affiliation Contact
Ahmad Al-Issa American University of Sharjah , United Arab Emirates -
Alice Mae Arbon De La Salle University , Philippines -
Miyeon Bae Yonsei University, South Korea aldus7024@gmail.com
Allison Wallace Baker Brigham Young University, United States baker.allison@outlook.com
Anne Richie Balgos De La Salle University, Philippines -
Aileen Bautista De La Salle University, Philippines aileen.bautista@dlsu.edu.ph
Annie Mae Berowa Mindanao State University, Philippines annieberowa@yahoo.com.ph
Krazy-Marjorie Cailing Rizal Technological University, Philippines -
Wei Cao Tianjin Compass Foreign Languages, China catharinecao@hotmail.com
Jhonathan Cadavido Department of Education, Philippines -
Rona Ann Cea Department of Education- Philippines -
Josef Chi-Leung Chan The Hong Kong Polytechnic University -
Kin Po Chan The Open University of Hong Kong -
Chang Chang ,Beijing Foreign Studies University, China changchang7991@163.com
Haichao Chang Tianjin University of Technology, China changhaichao1969@163.com
Chih Hao Chang Nagoya University of Commerce and Business, Japan chihhao@nucba.ac.jp
Si Chen The Hong Kong Polytechnic University -
Anisa Cheung The Education University of Hong Kong -
Ken Siu-Kei Cheng The Hong Kong Polytechnic University ken.cheng@polyu.edu.hk
Joyce Cheung The Hong Kong Polytechnic University joyce.ow.cheung@polyu.edu.hk
Venice Yuen-Man Cheung The Hong Kong Polytechnic University -
Yin Chu Cheung The Open University of Hong Kong cheungyc@ouhk.edu.hk
Tiffany Ching The Hong Kong Polytechnic University tiffany.nh.ching@connect.polyu.hk
57
Irene Chiotis Beijing Institute of Technology, Zhuhai, China irene.chiotis@suc.bitzh.edu.cn
Jeonghwa Cho Seoul National University, South Korea jeong9793@snu.ac.kr
Sin Wang Chong The Education University of Hong Kong iswchong@eduhk.hk
Ka Wing Kelvin Chu The University of Hong Kong kkwchu@connect.hku.hk
Wai-Sun Derek Chun The Education University of Hong Kong -
Muhammad Din Department of Higher Education Punjab, Pakistan mduuaau@gmail.com
Madina Djuraeva University of Wisconsin-Madison, United States -
Xiangtao Du Tokyo Univeristy of Foreign Studies, Japan -
Yuguang Duan Peking University, China -
Jennibelle Ella Colegio de San Juan de Letran Calamba, Philippines -
Kim Shaun Escolt Rizal Technological University, Philippines -
Jerico Esteron De La Salle University, Philippines -
Suyuan Fang Shaanxi Normal University, China fangsuyuanlz@163.com
Yanhong Fei Trinity College Dublin, Ireland feiy@tcd.ie
Gene Marie Flores De La Salle University, Philippines gene.flores@dlsu.edu.ph
Leif Andrew Garinto De La Salle-College of Saint Benilde, Philippines leifandrew.garinto@benilde.edu.ph
Haoyan Ge The Open University of Hong Kong hge@ouhk.edu.hk
Yijia Gu Hainan Medical University, China y.gu.16@ucl.ac.uk
Eiko Gyogi Akita International University, Japan egyogi@aiu.ac.jp
Jirka Hana Charles University, Czech Republic hana@ufal.mff.cuni.cz
Frankie Har The Hong Kong Polytechnic University frankie.tk.har@polyu.edu.hk
Fang He Nanning University, China fanghe1342@126.com
Jiayu He The Chinese University of Hong Kong hejiayujuillet@gmail.com
Barbora Hladka Charles University, Czech Republic -
Yitian Hong The Hong Kong Polytechnic University yitian.hong@polyu.edu.hk
58
Shinichi Hotei Tohoku University, Japan -
Yunyi Hu The Chinese University of Hong Kong -
Mamuna Ghani The Islamia University of Bahawalpur, Pakistan -
Erna Iftanti IAIN Tulungagung, Indonesia -
Sajed Ingilan University of Southeastern Philippines -
Soon Young Jang University of Toronto, Canada soonyoung.jang@mail.utoronto.ca
Simiao Jiang Tangshan Polytechnic College, China summerj023@163.com
Mikyung Kim Yonsei University, South Korea mkkhsj@naver.com
Takako Kondo University of Shizuoka, Japan -
Galac Kristine Department of Education- Philippines -
Yu Hang Kwan The University of Hong Kong yhkwan@life.hkbu.edu.hk
Yujin Kwon Pusan National University, South Korea hanl2020@naver.com
Cindy Man Fong Lam The Open University of Hong Kong cmflam@ouhk.edu.hk
Helena Yan Ping Lau The Hong Kong Polytechnic University -
Siu Yu Lau The Open University of Hong Kong -
Bomi Lee Yonsei University, South Korea bomi.spring6642@gmail.com
Cynthia Lee The Open University of Hong Kong cfklee@ouhk.edu.hk
Sungeun Lee Seoul National University, South Korea -
Sunghwa Lee Pusan National University, South Korea esunghwa@gmail.com
Vivian Lee Hankuk University of Foreign Studies,South Korea vivianwlee@hufs.ac.kr
Bei Li The Hong Kong Polytechnic University beili@polyu.edu.hk
Ken Li Hong Kong Institute of Vocational Education dr_ken_li@yahoo.com.hk
Jing Li Shanghai International Studies University, China angelleeuu@126.com
Zi Lin Peking University, China -
Chang Liu The Hong Kong Polytechnic University c.liu@polyu.edu.hk
59
Jing Liu Shanghai International Studies University, China ejing6825@shisu.edu.cn
Xiaoyun Liu Nanjing University, China lanran067@126.com
XingGuo Liu Shanghai International Studies University, China xinguonew@163.com
Yuet Ying Lo The Open University of Hong Kong -
Zizhou Lu Central China Normal University -
Rochelle Lucas De La Salle University, Philippines -
Simao Luis The Hong Kong Polytechnic University -
Edgar Malonzo Sirte Oil Company, Philippines edgarmalonzo77@gmail.com
Jan Marinne Manalusan Rizal Technological University, Philippines -
Leticia Marquez Universidad de Manila, Philippines letvmarquez@gmail.com
Imran Muhammad Government Post Graduate College, Burewala, Pakistan -
Andriy Myachykov Northumbria University, United Kingdom -
Hiroshi Nakanishi Tohoku Gakuin University, Japan h.naka@mail.tohoku-gakuin.ac.jp
Khoirin Nikmah Universitas Muhammadiyah Yogyakarta, Indonesia khoirinikmah23@gmail.com
Nikolay Novitskiy The Chinese University of Hong Kong nnovitskiy@cuhk.edu.hk
Juan Oliver Ofracio De La Salle University, Philippines -
Mutsumi Ogawa Nihon University, Japan -
Breffni O’Rourke Trinity College Dublin, Ireland -
Wanyu Amy Ou The Chinese University of Hong Kong ouwanyu@connect.hku.hk
Ren Oyama Tohoku Gakuin University, Japan -
Raquel Pamintuan Rizal Technological University, Philippines -
Anthony Porras University of the Philippines Open University aaporras@up.edu.ph
Lovely Mae Prieto UM Tagum College, Philippines iamlovelymae823@gmail.com
Jack Pun City University of Hong Kong jack.pun@cityu.edu.hk
Carmela Reforma Philippine Normal University -
60
John Rogers The Education University of Hong Kong rjrogers@eduhk.hk
Maximo Rafael Salaberry Rice University, United States salaberry@rice.edu
Tomohiko Shirahata Shizuoka University, Japan shirahata-kyt@cy.tnc.ne.jp
Yury Shtyrov Aarhus University, Denmark -
Mijeong Song Seoul National University, South Korea -
Koji Suda Shizuoka University, Japan suda@u-shizuoka-ken.ac.jp
Weiwei Sun Peking University, China -
Shotaro Takahashi Tohoku Gakuin University, Japan -
Mark Feng Teng Hong Kong Baptist University -
Katherine Thornton Otemon Gakuin University, Japan katherine-t@otemon.ac.jp
Linh Trinh University of Languages and International Studies, Vietnam linhtrinh1105@gmail.com
Ching-Hann Jannie Tsang The Education University of Hong Kong -
Ruriko Tsuji Kanda University of International Studies, Japan -
Yao Tu University of Minnesota, United States -
Paolo Nino Valdez De La Salle University, Philippines paolo.valdez@dlsu.edu.ph
Rining Wei Xi’an Jiaotong-Liverpool University, China rining.wei@xjtlu.edu.c
Yau Ni Wan Hong Kong Shue Yan University ynwan@hksyu.edu
Kwun-Sing Leo Wong The Education University of Hong Kong -
Aihui Wu Jiangsu University, China aihui.wu@hotmail.com
Chenggang Wu University of Macau chenggangwu@outlook.com
Bowen Xiao Wuhan Foreign Languages School, China 350151347@qq.com_
Xi Yang Beijing Institute of Technology, Zhuhai, China xi.yang@ucl.ac.uk
Xiaoli Yang Central China Normal University xlyang@mail.ccnu.edu.cn
Yike Yang The Hong Kong Polytechnic University yi-ke.yang@connect.polyu.hk
Jennifer Yao SPEED The Polytechnic University of Hong Kong shuiyingyao@gmail.com
61
Siu-Ho Thomas Yau The Chinese University of Hong Kong shyau@link.cuhk.edu.hk_
Xuejun Ye The Education University of Hong Kong sxsye@eduhk.hk
Michael Yeldham The University of Hong Kong myeldham@hku.hk
Hideki Yokota Shizuoka University of Art and Culture, Japan h-yoko@suac.ac.jp
Yolanda Ruiz de Zarobe University of the Basque Country, Spain yolanda.ruizdezarobe@ehu.es
Changwei Zhang The Hong Kong Polytechnic University -
Juan Zhang University of Macau -
Shu Zhang Nanning University, China brandnewshu@hotmail.com
Xue Zhang Macau University of Science and Technology xuzhang@must.edu.mo
62
Notes
63
64
65

2018 International Conference On Bilingu

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2018 International Conference On Bilingu

Uploaded by

Copyright:

Available Formats

Table of Contents

Message from the Chairperson ........……………………………..... 1

About OUHK, RIBiLT…………………………………………....… 2

About 2018 ICBLT ………………………………………………... ... 3

Programme Committee ………………… …………… .……… .… . 4

Parallel Session Schedule…………………………………………….. 9

Research Institute for Bilingual Learning and Teaching (RI-

Research Institute for Bilingual Learning and Teaching (RIBiLT)

RIBiLT intends to extend the research capability of academics

Above all, we value possible friendships and partnerships

13:30 - 14:30 Keynote Session 1 D0309

14:40 - 15:10 Coffee Break D0820

15:10 - 17:00 Paper Sessions 1- 6 (Parallel) D0708 - D0710, D0719, D0809,

Day 2: 26 October 2018(Friday)

13:30 - 14:30 Keynote Session 3 D0309

Day 3: 27 October 2018(Saturday)

11:00 - 11:30 Coffee Break D0820 (Break Room)

11:30 - 12:30 Keynote Session 5 D0309

12:30 - 13:00 Closing Ceremony D0309

About Conference Venue

The conference will be held at:

The Open University of Hong Kong(Jockey Club Campus)

81 Chung Hau St, Ho Man Tin, Hong Kong

D309, Lu Sin Lecture Theratre, Block

Open area for lunch

Entrance for Block D, G/F

Parallel Session 1 Parallel Session 2 Parallel Session 3

Jenny Yau Ni Wan Tiffany Ching Mark Feng Teng

Liu Xiaoyun Annie Mae Berowa Rining Wei

Cynthia Lee Annie Mae Berowa, Jennibelle

Parallel Session 4 Parallel Session 5 Parallel Session 6

Ken Li and Merrilyn Goos Michael Yeldham Sajed Ingilan

Xiaoli Yang, Zizhou Lu and Yao Tu Yijia Gu Soon Young Jang

Wei Jin Aileen Bautista Vivian Lee

Sin Wang Chong and Xuejun Ye

Parallel Session 7 Parallel Session 8 Parallel Session 9

Frankie Har Yike Yang Katherine Thornton

Bomi Lee Joyce Cheung Lydia Catedral and Madina Djuraeva

Bowen Xiao Krazy-Marjorie Cailing, Kim Chenggang Wu and Juan Zhang

Parallel Session 10 Parallel Session 11 Parallel Session 12

Aihui Wu Suyuan Fang Yuguang Duan, Zi Lin and Weiwei

Wei Cao Yu Hang Kwan

Mikyung Kim Anthony Porras

Parallel Session 13 Parallel Session 14 Parallel Session 15

Simiao Jiang Miyeon Bae Erna Iftanti

Jing Liu Shu Zhang and Fang He Wanyu Amy Ou

Xiangtao Du Khoirin Nikmah Edgar Malonzo

Parallel Session 16 Parallel Session 17 Parallel Session 18

Xinguo Liu Maximo Rafael Salaberry Yitian Hong

Yin Chu Cheung Allison Wallace Baker Muhammad Din

Jennifer Yao Jhonathan Cadavido, Carmela Ka Wing Kelvin Chu

Leif Andrew Garinto and Paolo

Parallel Session 19 Parallel Session 20 Parallel Session 21

Xuejun Ye Anni Wang Ahmad Al-Issa

Parallel Session 22 Parallel Session 23

Jing Li Simao Luis

Linh Trinh Nikolay Novitskiy, Andriy

Bei Li, Yike Yang and Si Chen Jack Pun

Haoyan Ge Leticia Marquez

Professor Zhu Hua

Zhu Hua is Professor of Applied Linguistics and Communica-

Whose Karate? Language and cultural learning in a multilingual