Friday, March 30, 2012

My virtual AAAL 2012 :-)

This year I was not able to go to Boston for the AAAL :-(sigh) but I like to look at program books for presentations I would like to go whn I miss a conference. I wanted to share with you my wish list, if you will. Here is my list for Saturday morning.

Papi, Mostafa (Michigan State University, m.papi1983@gmail.com), Teimouri, Yasser (Iran University of Science & Technology, teimouri_y@yahoo.com)
L2 Motivation as a Dynamic Self System: A Simultaneous Cross-Sectional Study

The present study investigated the dynamics of the L2 motivational self system among 1041 Iranian English learners from three age-groups: Secondary, high school, and university students. Results showed that L2 motivation and L2 future selves change by age and are regulated by different factors at different ages.
Saturday, March 24, 2012 • 8:15 am - 8:45 am • Liberty B (2nd floor) • SLA
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Markee, Numa (University of Illinois at Urbana-Champaign, nppm@illinois.edu), Kunitz, Silvia (University of Illinois at Urbana-Champaign, skunitz2@illinois.edu)
Doing being a language cop: A comparative conversation analytic perspective

Musk and Amir (2010) show that participants in a Swedish school organize “language policing” practices as self- and other-initiated repair sequences. Participants in our American university classroom data essentially do the same thing. We situate this finding in the context of emerging multi-disciplinary, cross-linguistic research on mundane courses of action.
Saturday, March 24, 2012 • 8:50 am - 9:20 am • Independence (2nd Floor) • DIS

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Zhao, Ruilan (The Ohio State University, zhao.358@osu.edu)
Second language readers' strategy use: Exploring new literacies of online academic reading

This study investigates adult ESL learners’ strategy use in online academic reading. It triangulates their self-rated frequency and perceived usefulness of strategies, and their actual strategy use during the reading process to offer a comprehensive view about strategic reading and shed light on understanding new literacy of online academic reading.
Saturday, March 24, 2012 • 9:25 am - 9:55 am • Independence (2nd Floor) • RWL
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Do, Anna H.-J. (New York City College of Technology, City University of New York, ado@citytech.cuny.edu)
Comparing the development of the evaluative devices in ESL narratives

By employing Labov’s (1972) framework, this study explores narrative structure of Spanish speaking learners of English as an L2 at beginning, intermediate, and advanced stages. More specifically, this study investigates whether the learners know how and when to use the four evaluative categories (intensifiers, comparators, correlatives, and explicatives) in story-telling.
Saturday, March 24, 2012 • 10:10 am - 10:40 am • Liberty C (2nd floor) • SLA
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For 10:45-12-15 slot, I have two favorites, two colloquia. I would like to be at two places at the same time since I would not want to miss either one of them. The good thing about imaginary conference attendance is I can magically attend them both :-)
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Prior, Matthew (Arizona State University, matthew.prior@asu.edu)
Kasper, Gabriele (University of Hawaii at Manoa, gkasper@hawaii.edu)
Represented Talk and Thought across Activities and Languages

This colloquium investigates the forms, functions, semiotic resources, and interactional consequences of represented talk and thought (RTT) across speakers of different first (L1) and second languages (L2) and social activities, drawing on ethnomethodology, conversation analysis, discursive psychology, and related transdisciplinary traditions.
Saturday, March 24, 2012 • 10:45 am - 12:25 pm • The Fens (5th floor) • DIS

Colloquium Papers

Emi Murayama (University of Hawai‘i at Manoa, emim@hawaii.edu)
The quotative to/tte yuu as a device to increment and represent talk in Japanese business meetings


This conversation-analytic study examines represented talk (RT) formulations in Japanese business meetings, particularly cases where the RT adds an “increment” to the turn thus far. It will be shown how speakers use the to/tte yuu construction to extend a turn-constructional unit while retrospectively constructing the previous talk as a quotation.

Matthew Prior (Arizona State University, matthew.prior@asu.edu), Gabriele Kasper (University of Hawaii at Manoa, gkasper@hawaii.edu)
“You said that?”: Recipient challenges to represented talk

Based on a collection of complaint stories in L2 English interviews, this conversation-analytic study examines interactional sequences set off by story recipient responses to represented talk and thought (RTT). Focus is given to two response trajectories: RT affirmations and recategorization of quoted material from represented talk to represented thought.

Toshiaki Furukawa (Osaka University, tfurukawa@gmail.com)
Localizing humor through parodying white voice in Hawai‘i

This CA analytic study investigates the strategic use of represented talk and thought in Hawai‘i comedy. I analyze how Local comedians make discursive contrasts by deploying Hawai‘i Creole to voice 'Locals' and by deploying racially-parodied English to voice ‘white people.’ The use of these culturally-specific indexicals creates and localizes humor.

Mary Shin Kim (University of Hawaii at Manoa, maryskim@hawaii.edu)
Shifting from direct reported speech to indirect reported speech within a single quotation in Korean conversation

This conversation-analytic study investigates a variant pattern of reported speech routinely observed in Korean conversation: opening a quote in direct reported speech and closing it in indirect reported speech. This study illuminates how speakers strategically shift to different forms of reported speech to represent prior talk favorable to their perspectives.

Simona Pekarek Doehler (University of Neuchâtel, simona.pekarek@unine.ch), Evelyne Pochon-Berger (University of Neuchâtel, evelyne.pochon@unine.ch)
Constructing reported dialogues, indexing category membership: Conversations between au-pair girls and their French-speaking host families

This conversation analytic study investigates the use of direct reported speech (DRS) in storytellings. Based on a corpus of dinnertable conversations in French, we analyse how speakers sequentially organize DRS as part of reported dialogues and how they use DRS to index membership categories and related normatively expectable conduct.
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Here is the second colloquium I would like to attend
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Miller, Elizabeth (University of North Carolina at Charlotte, ermiller@uncc.edu)
Interdisciplinarity in Research on Agency, Identity, and Language Learning

In bringing together research informed by Giddens, Vygotsky, Bakhtin, and Erickson, among others, this colloquium provides an in-depth, interdisciplinary exploration of agency and second language learning among varied groups of learners. Ultimately, it will
enable scholars to identify commensurable disciplinary approaches for their own research on agency and language learning.
Saturday, March 24, 2012 • 10:45 am - 12:25 pm • Public Garden (5th floor) • LCS
Discussant: Leo van Lier

Colloquium Papers

Gergana Vitanova (University of Central Florida, gvitanov@mail.ucf.edu)
Agency and Dialogic Discourse in Narrativized Worlds

This paper outlines a dialogical approach to narrative analysis. Building on Bakhtin’s notion of dialogue, it claims that narrators actively construct relations with others and re-position themselves on the planes of textual and visual media. It illuminates that, through strategies such as double-voicing, narratives function as the ground for agency.

Ping Deters (Seneca College, ping.deters@senecac.on.ca)
Identity and Agency: A Sociocultural Perspective

This paper explores the concepts of identity and agency and their relationship to second language learning from a sociocultural theoretical perspective. Drawing upon data from a qualitative study of immigrant professionals, I will discuss a conception of identity that is socially constructed and internalized, and how identity mediates agency.

Xuesong Gao (University of Hong Kong, xsgao@hku.kh)
Agency and Strategic Language Learning

In this paper, I use language learners’ experiential accounts of learning to illustrate how their strategic learning has been engendered from interaction between their agency and contextual conditions. I contend that agency be theorized as a point of origin for learners’ strategic learning efforts as mediated by particular contexts.
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All these presentations look great, don't you think? Alright, I don't know about you but I feel like I have to digest what I learned.  So I need a break before I continue my virtual conference experience with the Saturday afternoon presentations.

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