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Programme

Dates and Location

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Pre-conference workshops (Tuesday, 25th June 2014)

Postgraduate Conference (Wednesday, 26th June 2014)


University of Warwick, Coventry, United Kingdom

Please note that the university is in Coventry, not in Warwick.

Click here for more information on the location and click here for accommodation.

Postgraduate Conference (Wednesday, 26th June 2014), keynote speakers:

"Motivation and the vision of knowing a second language"

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Prof. Zoltán Dörnyei

(University of Nottingham)

Everybody who has ever taught or learnt a foreign/second language (L2) knows that motivation plays a vital role in language learning. But what exactly is ‘motivation’? And how can we use motivation theory for practical purposes? In this talk I will first briefly describe a new approach to the understanding of L2 motivation, the ‘L2 Motivational Self System’, whose key component is the ‘Ideal L2 Self’, which is the language facet of the vision-like representation of all the attributes that a person would like to possess. Then I will discuss the practical implications that this new conceptualization of motivation offers: it opens up a novel avenue for promoting student motivation by means of increasing the elaborateness and vividness of self-relevant imagery in the students. In the final part of the talk I will offer several practical techniques that language teachers can use to motivate learners by creating in them an attractive vision of second language mastery.

 

“Task design and learner engagement in a virtual learning environment”

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Dr. Regine Hampel

(Open University)

Online tools such as forums, wikis and blogs lend themselves to learners negotiating meaning and co-constructing knowledge across space and time. However, not enough is known about how activities need to be designed to make best use of the possibilities of complex virtual learning environments (VLEs) to motivate and support learners, foster interaction, and contribute to knowledge construction. In my presentation I will introduce a model for task development based on Richards and Rodgers (2001), which takes into account the theoretical framing of the tasks, the pedagogical context, and the implementation in the classroom (Hampel 2006). I will then apply this model to the development of online activities in a distance language course using a Moodle-based VLE. I will focus in particular on the pedagogic design of the activities and the use that learners made of them. In the context of a two-year study, quantitative and qualitative data were collected, consisting of Moodle user logs, learner surveys and learner interviews. The findings in year 1 – which related to task type, tool preference, rates of active and passive participation, individual engagement and levels of e-literacy – informed the re-designing of activities in year 2. Further data were collected and I will conclude by showing the impact that these changes had on learner engagement.

Click here for more information on the programme.

ESRC DTC Pre-Conference Workshops (Tuesday, 25th June 2014), leaders:


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Dr. Annamaria Pinter

"Researching children: different ethical and methodological dilemmas"
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Dr. Claudia Harsch

"The dual nature of tests: research instrument, and object of research" (PDF Document)
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Dr Daniel Dauber

"Writing literature reviews: The 10 most frequently asked questions" (PDF Document)
 Keith Richards

Dr Keith Richards 

"The cognitive interview and critical incidents" (PDF Document)
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Ms. Tilly Harrison

"An introduction to online corpus research tools" (click for more information)


ELLTA

 

 

EFL teachers’ roles in promoting students’ collaboration in online wiki collaborative writing activities

 

 

Maha Alghasab

(University of York)

 

 

 

Timi Hyacinth

(University of Warwick)

 

Reflecting for Specific Purposes: a study of Nigerian English language teachers

 

 

Thi Mai Huong Nguyen

(University of Nottingham)

 

Changing Attitudes to Peer Learning in Initial Teacher Education in Vietnam

 

 

Kalina Saraiva de Lima

(University of Southampton)

 

Working Together towards Enhancing ESL Teaching

 

 

 

Imen Ben Abda

(Higher Institute of Languages in Tunis)

 

Vowel clarity, Syllable structure and Speech rate as discriminating cues: Natural speech, F0 and Spectral inversion

 

 

 

Abdulqader Alyasin

(University of Warwick)

 

English Language Curriculum Innovation: Attitude, Practice and Challenges in Syria

 

 

 

 

Elizabeth Pinard

(Leeds Metropolitan University)

Phonological Representation in Course Materials: Whose English?

 

Charalampia Karagianni

(King’s College, London)

 

Teaching Greek as an additional language in the mainstream classroom: Case study of two secondary classrooms

 

 

 

Askat Tleuov

(University of Bath)

 

 

Oral instruction in EFL classrooms: A teacher and student cognition perspective

 

Erkan Kulekci

(University of Warwick)

 

 

 

Revisiting ‘authenticity’ in English language classrooms

 

 

 

Gianna Hessel

(Oxford University)

 

 

 

Changes in English language proficiency, learner self-concept and L2 use anxiety as outcomes of participation in the ERASMUS programme

 

 

 

 

 

Mirat al Fatima Ahsan

(University of Oxford)

 

Teacher Education and Teacher Change – Myth or Reality? Voices from Pakistan

 

Roy Wilson

(University of Warwick)

 

The Pearson Test of English: Academic (PTE Academic) and Student Performance at University

 

 

 

Ejovi Annmarie Emarievbe

(University of Sunderland)

 

 

The Weakest Link: Examining the Middleman Issue in an English Language Teacher Education Programme

 

 

Hanna Lee

(Leeds Metropolitan University)

 

The Korean EFL teachers' beliefs in relation to innovative English language teaching in Korea

 

 

 

 

Anqi Wang

(University of York)

 

A Study of the Correlation between Language Learning Motivation and Language Learning Strategies

 

 

 

WACC

 

Samaneh Zandian

(University of Warwick)

Young Learners in Iran and their Understanding of Intercultural Issues

 

 

 

Meilin Zhan

(University of Edinburgh)

 

Chinese Students’ English Names and English Native Speakers’ Interpretation

 

 

 

 

Mary Vigier

(University of Warwick)

 

Managing Interactive Processes in Multicultural Teams

 

 

Ani Hakobyan

(University of Oxford)

 

Willingness to Communicate across Cultures: understanding ‘Confucian confusions’

 

 

Jane Templeton

(Leeds Metropolitan University)

 

Size isn't everything: why small talk is not small fry

 

 

 

Irene Negri

(University of Warwick)

 

Home in progress: how and why to help refugees settle, integrate and be happy in the UK

 

 

Geraldine Bengsch

(University of York)

 

Intercultural Communication in Tourism: language use in international hotel check-ins

 

 

Lou Harvey

(University of Manchester)

 

Where fiction becomes reality: A narrative of language learning motivation

 

 

 

 

Panithiran Thuruvan, Charo Sani Nordin and Ch’ng Teik Peng

(University of Warwick)

 

‘We disagree!’ Pragmatics and Culture in the Teacher Training Classroom

 

 

 

Liyuan Wang

(Coventry University)

 

Small group discussion skills in university business seminar classes: a case study of a 2+1 degree programme at a British university

 

 

 

Zhen Hu

(Shanghai Second Polytechnic University)

 

Study on Developing Chinese college students' Pragmatic Competence in Intercultural Communication

 

POSTERS

 

Sophie Schieber

(University of Edinburgh)

 

Acquisition of prepositions by late second language learners: A psycholinguistic approach

 

 

 

Selvamalar Selvarajan

(Newcastle University)

 

 

Use of Authentic Video Clips and E-Learning in Second Language Vocabulary Acquisition

 

 

Shuo Zhang

(University of Leicester)

 

Evaluation of English materials for English major students in the universities of China

 

 

Chamnan Para

(University of Bristol)

 

A washback study of Thai university entrance examination on English teachers and Grade 12 students

 

 

 

 

Hoi Yat Pun

(IOE, University of London)

 

“Hello, what is your motivation for investing in this symbolic capital?” – A case study of Hong Kong Adult L2 Learners

 

 

SuBeom Kwak

(University of York)

 

A thematic study of approaches of teaching writing in the us higher education

 

 

Vasiliki Sioziou

(University of Warwick)

 

 

Preparation of primary school students for the KET examinations: the Greek context

 

Important information

Dinner will be held on June 25th, 2013 at 7 p.m. at the restaurant 'Xananas'.

The abstract booklet (PDF Document)(printable) of the 16th Warwick International Postgraduate Conference in Applied Linguistics

 

Printable programmes are now availble:

Pre-conference workshops(PDF Document) (June 25, 2013)

Conference(PDF Document) (June 26, 2013)