FINAL AAAL 2014 Conference Progam for Website

This small-scale pilot study (N = 100) examined the relationship
between L2 writing performance and three types of vocabulary
knowledge: productive, receptive, and aural. The results suggest
that accurate productive knowledge of the first 1,000 most
frequent word families was positively associated with L2 writing
performance.
313-3. Session 3 DIS
Poster Session
Caleb R Reed
What’s in a Game? Identity Negotiation and Pedagogical
Implications of Game Play Discourse
This study examines the language use of a group of English
learners as they learn and play the game Settlers of Catan over the
course of a school semester in order to better understand how
good games can be used to facilitate interactive language learning
in the classroom.
William A Tuccio
Experimental Evaluation of Collaborative Transcription and
Repair Based Learning with Aviation Pilots
Aviation pilots used conversation and discourse analysis as the
basis of a learning method to improve the effectiveness of crew
interactions (crew resource management). The development of the
theory-based learning method, experimental results, and
recommendations will be presented.
Amy Snyder Ohta, University of Washington
How to Interact with a Starving Child: Discursive Dilemmas on
Online Forums for Parents of Children with Eating Disorders
This paper considers parenting dilemmas posed by views of
eating disorders on two online forums, as mental illnesses out of
the control of the sufferer (English-language forum) or as
maladaptive responses to anxiety (Japanese forum), and how
parents discursively manage the challenges each view poses to
parenting an affected child.
Gene Halleck, Oklahoma State University
The Effect of Task Complexity and Proficiency on Oral
Performance
Subjects were 30 ESL learners at 3 levels of proficiency who took
a face-to-face ACTFL Oral Proficiency Interview (OPI), and a
tape-mediated Video Oral Communication Instrument (VOCI).
Responses to three tasks representing three different levels of
proficiency from each test format were analyzed for fluency,
lexical density and syntactic accuracy.
Sangki Kim, University of Hawai'i
Managing L2 English Small Talk Using Gaze and Laughter
during Service Encounters: Doing Avoidance of Co-
Development of Small Talk
This study takes a micro-ethnographic approach with
conversation analysis to investigate how an immigrant shop
owner uses gaze and laughter to do avoidance of co-development
of small talk during service encounters while using repetition and
gaze to secure intersubjectivity for transactions based on 28-hour
audiovisual recordings.
169
SATURDAY 1:35 pm – 3:35 pm
314. Saturday Afternoon Poster Session
Portland Marriott Downtown Waterfront: Exhibit Hall
314-1. Session 1 DIS
Poster Session
Gale Stam, National Louis University
Marion Tellier, Aix-Marseille Université
Brigitte Bigi, Aix-Marseille Université
Gestures during Self-repetitions: Same or Different?
This paper discusses future French language teachers’ selfrepetitions
and gesture in a word explanation task to native and
non-native speakers of French. It shows that the speakers adapt
their gestures to their partners on the basis of shared knowledge
or the absence of it, thus producing same or different gestures.
Kelly Brennan
Negotiating Meaning in a French Immersion Preschool. A
Visual Ethnographic Approach.
This presentation is an overview of the methodological approach
used to study how French immersion preschool students negotiate
meaning in the classroom. This approach considers the wide
diversity of students in the modern classroom. It includes the
choice of language used and non-verbal communication.
Andrea Golato, Texas State University
Peter Golato, Texas State University
Non-Person Reference Repair in German and French
This conversation analytic study examined the use and function of
repair initiators that targeted prior non-person references in
German and French and that were initiated with specific whexpressions.
The study provides additional support for arguments
that translations of items such as wh-expressions should consider
both linguistic similarity, and interactional accomplishment.
Atsushi Hasegawa, New York University
Searching for What to Say Next: A Conversation Analytic Study
of “Content Search” in Pair Interaction
I present and discuss the practice of content search, observed in
Japanese language classrooms. By engaging in content search,
learners are reflexively constructing their identities as “doing
being a guinea pig” (Wagner, 1998) during pair work.
Fumio Watanabe, Yamagata University
On the Differences in Use of Sentence Final Modality in
Japanese Oral and Written Academic Discourse
This study investigates differences in sentence final modality in
Japanese oral and written textbook discourse from a radio lecture
program. The lecturers used more explanatory and epistemic
modality in the oral lectures to express their involvement with
their audience, particularly their explanatory attitude and social
humble attitude towards their knowledge/opinions.
Michiko Uryu, Rowan University
The Ecology of Intercultural Interaction: Timescales, Temporal
Ranges and Identity Dynamics
This paper introduces an ecological approach to intricacies of
intercultural interaction, emphasizing the multiple voices,
subjectivities and historicities. It also discusses an ecological
model of timescales that allows applied linguists to adopt a
naturalized position in order to show how temporal patterns
crisscross complex empirical data.
Serena Williams, University of California, Davis
J. Bear Williams, University of California, Davis
Carnie Communication: Linguistic Style of Renaissance Faire
Participants
This study attends to linguistic factors that include fantastic and
historical periods, and regional dialects along with other local,
social variables, highlighting the intersection of social identity
with period- and region-specific linguistic variables at the
Northern California Renaissance Faire to construct identity
through bricolage (cf. Eckert 2000; Hebdige 1979).
314-2. Session 2 EDU
Poster Session
Lene Nordrum, Lund University
Andreas Eriksson, Chalmers University of Technology
Data Commentary in Science Writing: A Discourse Structure of
Multimodal Result Presentation in Science Publication
We present a discourse structure of discourse moves in ‘data
commentaries’, i.e., the linguistic presentation of visual material.
The structure is based on a corpus of data commentaries in
research papers and master theses in chemical engineering. The
study contributes to a description of multimodal science
communication for applied purposes.
Michael Wei, University of Missouri, Kansas City
Yalun Zhou, Rensselaer Polytechnic Institute
Carolyn Barber, University of Missouri , Kansas City
Perry den Brok, Eindhoven University of Technology