SATURDAY PAPER SESSIONS
| title | first presenter name | time | |
|---|---|---|---|
| Error feedback for improving accuracy in L2 writing | Jean | Chandler | 9:00-9:30 a.m. |
| Working memory as a variable in SLA | Alan | Juffs | 9:00-9:30 a.m. |
| Collective memories: Russia in French and American editorials | Elisabeth | Le | 9:00-9:30 a.m. |
| Cognitive processes of Spanish phonological acquisition and listening comprehension | María | Ramírez-Mayberry | 9:00-9:30 a.m. |
| Syntacticization and L2 acquisition of Chinese syntactic structures | Yun | Xiao | 9:00-9:30 a.m. |
| The role of working memory in text production | N. Ann | Chenoweth | 9:35-10:05 a.m. |
| Acquisition during tasks: What initiates attainment? | Junko | Hondo | 9:35-10:05 a.m. |
| "Use your own words!": Plagiarism issues in academic writing | Angela Yi-ping | Hsu | 9:35-10:05 a.m. |
| Critical discourse analysis and the lay-reader | Kieran | O'Halloran | 9:35-10:05 a.m. |
| Acquisition of English complex predicates in L2 | Hyeson | Park | 9:35-10:05 a.m. |
| Sonority and the production of onsets | Robert S. | Carlisle | 10:10-10:40 a.m. |
| The role of phonological working memory in children's L2 development | Leif | French | 10:10-10:40 a.m. |
| A critical discourse analysis of the International Baccalaureate Organization | Anna | Hahn | 10:10-10:40 a.m. |
| Negotiating academic literacy practices in a second language | Julie | Mathews | 10:10-10:40 a.m. |
| Intervention training on phonological skills for Chinese ESL learners | Christina | Ng | 10:10-10:40 a.m. |
| Tense-aspect morphology in the English interlanguage of French native speakers | Dalila | Ayoun | 10:50-11:20 a.m. |
| A dual coding perspective on bilingual reading and its teaching | Fabiola | Ehlers-Zavala | 10:50-11:20 a.m. |
| Semantic priming shows that bilinguals are not just slow monolinguals | Matthew | Finkbeiner | 10:50-11:20 a.m. |
| Whose paper? Whose research? Problematizing ethos and disciplinary writing | Susana B. | González | 10:50-11:20 a.m. |
| Linguistic and rhetorical functions of “I'm sorry” | Julia | Boyd | 11:25-11:55 a.m. |
| Analyzing results and discussion sections in experimental applied linguistics research | Douglas | Flahive | 11:25-11:55 a.m. |
| Writing proficiency of Russian heritage speakers: A comparative study | Debra | Friedman | 11:25-11:55 a.m. |
| Facial expressions of smiles and laughter in English and Japanese conversations | Hiroko | Furo | 11:25-11:55 a.m. |
| L1 background effects on naming and new word learning | Megumi | Hamada | 11:25-11:55 a.m. |
| Using culturally relevant literature to teach 'at-risk' bilingual students | Elba Alicia | Herrero | 11:25-11:55 a.m. |
| Relevance of “native” and “nonnative” in Japanese NS-NNS conversations | Yuri | Hosoda | 11:25-11:55 a.m. |
| Language socialization in a Korean American community: Honorifics and evidentials use | Eunjin | Park | 11:25-11:55 a.m. |
| A course in practical applied linguistics for college ESL students | Mark | Patkowski | 11:25-11:55 a.m. |
| Comparing interaction of non-native speakers in conversation and tasks | Kate Mastruserio | Reynolds | 11:25-11:55 a.m. |
| An explanatory account of the aspect hypothesis | Yasuhiro | Shirai | 11:25-11:55 a.m. |
| Heritage languages and AAVE: Lessons (to be) learned | Douglas A. | Demo | 12:00-12:30 p.m. |
| Context of acquisition and the expression of feelings in multiple languages | Jean-Marc | Dewaele | 12:00-12:30 p.m. |
| Approaches to applied genre analysis | John | Flowerdew | 12:00-12:30 p.m. |
| Transfer in SLA and language contact research | Rena | Helms-Park | 12:00-12:30 p.m. |
| Theory and practice: Multiple intelligence in the ESL classroom | Cecilia | Ikeguchi | 12:00-12:30 p.m. |
| Facilitating second language comprehension and its effects on processing grammatical form | Michael | Leeser | 12:00-12:30 p.m. |
| Autonomy: Literacy events in an immersion classroom | Sigrid | Norris | 12:00-12:30 p.m. |
| Investment revisited: Foreign language learners and the enactment of identity | Anne | Pomerantz | 12:00-12:30 p.m. |
| Sociocultural strategies for a dialogue of cultures | Sandra J. | Savignon | 12:00-12:30 p.m. |
| Language socialization and language persistence in a Panamanian Creole community | Peter | Snow | 12:00-12:30 p.m. |
| Narrative as moral problem-solving discourse: Analyzing Japanese-speaking Christian testimonies | Miwako | Yanagisawa | 12:00-12:30 p.m. |
| English as resource for intellectuals: Analysis of Chinese news discourse | Xiang | Zhang | 12:00-12:30 p.m. |
| Aha!: Isolating how words are learned in L2 networked exchanges | Robert | Blake | 2:00-2:30 p.m. |
| The genre of grant proposals: A corpus linguistic analysis | Ulla | Connor | 2:00-2:30 p.m. |
| Effects of task in L1 and L2 reading | Yukie | Horiba | 2:00-2:30 p.m. |
| Indigenous assessment of communication performance as a distributed discursive phenomenon | Sally | Jacoby | 2:00-2:30 p.m. |
| Intimacy, imitation, and language learning: Diminutives in conversation | Kendall | King | 2:00-2:30 p.m. |
| Using lexical decision for Spanish language placement testing | Yvonne | Lam | 2:00-2:30 p.m. |
| English on top-ranked Chinese-language websites: Language contact in cyberspace? | Lu | Liu | 2:00-2:30 p.m. |
| How much exposure to English do international students really get? | Leila | Ranta | 2:00-2:30 p.m. |
| Predictive validity of the FCICE written examination | Charles | Stansfield | 2:00-2:30 p.m. |
| An entry into language learning: Production before comprehension | Merrill | Swain | 2:00-2:30 p.m. |
| A program model for training and testing telephone interpreters | Frances A. | Butler | 2:35-3:05 p.m. |
| Korean elementary school students’ attitudes towards teachers’ accents in English | Yuko Goto | Butler | 2:35-3:05 p.m. |
| Merging focus on form and process writing in L2 | Paul | Camhi | 2:35-3:05 p.m. |
| Resource-linked texts on demand | Tom | Cobb | 2:35-3:05 p.m. |
| A multidimensional analysis of EFL speaking and writing development | Jeff | Connor-Linton | 2:35-3:05 p.m. |
| Native-like versus non native-like: Assessing semantic networking in language learners | Sumanthra | Govender | 2:35-3:05 p.m. |
| Creating a research platform: Literature reviews in doctoral dissertations | Becky S.C. | Kwan | 2:35-3:05 p.m. |
| Referring to co-present parties to conversation in Korean | Sun-Young | Oh | 2:35-3:05 p.m. |
| Japanese high school students’ motivation to read extensively | Atsuko | Takase | 2:35-3:05 p.m. |
| Interactional achievement of the third person’s participation | Virginia | Yelei | 2:35-3:05 p.m. |
| Type of written feedback, intake, and production: A computer-based study | Maite | Camblor-Portilla | 3:10-3:40 p.m. |
| Lexical bundles in published and student academic writing | Viviana | Cortes | 3:10-3:40 p.m. |
| Dialect contact and language change in Lima, Peru | Carol A. | Klee | 3:10-3:40 p.m. |
| Action sequence management and interactional competence development among pharmacy students | Hanh thi | Nguyen | 3:10-3:40 p.m. |
| Incongruous understanding: An error analysis of L2 reading | Karen | Schramm | 3:10-3:40 p.m. |
| Assessing second language prosodic competence | Sang-Keun | Shin | 3:10-3:40 p.m. |
| Children's perception of how metalinguistic reflection impacts their L2 acquisition | Daphnée | Simard | 3:10-3:40 p.m. |
| Documenting positive interactional strategies for gender equality: Urban university classroom | Frances | Trix | 3:10-3:40 p.m. |
| Anaphora and discourse-pragmatic factors in L2 Spanish | Eve | Zyzik | 3:10-3:40 p.m. |
| Testing for language proficiency in interpreters | Marie Bernadette | Fitzpatrick | 3:55-4:25 p.m. |
| Issues in keyboard input in Japanese as a writing activity | Kazumi | Hatasa | 3:55-4:25 p.m. |
| Measuring word learning in an extensive reading program | Marlise | Horst | 3:55-4:25 p.m. |
| 'We' and 'they' in intercultural and intracultural talk | Christina | Kakava | 3:55-4:25 p.m. |
| The comparative fallacy of systemic functional linguistics | Jim | Kenkel | 3:55-4:25 p.m. |
| Testing L2 vocabulary knowledge: Size, strength and computer adaptiveness | Batia | Laufer | 3:55-4:25 p.m. |
| A cross-cultural study of Korean and American floor management | Jina | Lee | 3:55-4:25 p.m. |
| Awareness, different learning conditions, and L2 development | Ronald P. | Leow | 3:55-4:25 p.m. |
| Formulating writer stance: A contrastive study of EFL learner corpora | JoAnne | Neff | 3:55-4:25 p.m. |
| English in the current Chinese context: Which direction? | Hang | Zhang | 3:55-4:25 p.m. |
| Test translation policy and practice in K-12 education | Melissa A. | Bowles | 4:30-5:00 p.m. |
| Indigenous assessment criteria in economics and chemistry | Dan | Douglas | 4:30-5:00 p.m. |
| Scalability and divisibility of reading comprehension ability | Parisa Daftari | Fard | 4:30-5:00 p.m. |
| Genre analysis of research grant proposals | Haiying | Feng | 4:30-5:00 p.m. |
| Intercultural communication between ESL teachers and Chinese immigrant parents | Yan | Guo | 4:30-5:00 p.m. |
| Validity issues for selected versus constructed response Internet-based language tests | Thom | Hudson | 4:30-5:00 p.m. |
| Learner-learner interaction, feedback and L2 development | Frank | Morris | 4:30-5:00 p.m. |
| Language and the shaping of the public’s perceptions of testing | Matthew E. | Poehner | 4:30-5:00 p.m. |
| Dynamics of gender in Korean computer-mediated communication | Kyong-Sook | Song | 4:30-5:00 p.m. |
| Assessing the quality of web-based sources: Implications for academic writing | Paul | Stapleton | 4:30-5:00 p.m. |
| Assessing working memory capacity in SLA research | Paula | Winke | 4:30-5:00 p.m. |