Colloquia - British Association for Applied Linguistics

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BAAL Conference 2004 37 th Annual BAAL Meeting Riley, Philip 1996. “„Look in thy heart and write‟: Students‟ representations of writing and learning to write in a foreign language” in Eija Ventola and Anna Mauranen (eds.) Academic Writing: Intercultural and Textual Issues (pp. 115-137) Amsterdam: John Benjamins Hybridity - A Way to European Linguistic Identity? Dr. Elisabeth Burr Frankoromanistik und Italoromanistik Sprachwissenschaft, Universität Bremen elisabeth.burr@uni-bremen.de Only a few years ago, the new technologies in general and the web in particular seemed to constitute a danger for most languages of the world. The parallel between the invention of the printing press, which led to the normalisation of languages for economic reasons and caused the disappearance of language varieties and dialects, on the one hand, and the accessibility of the new technologies and the dominant role of English seemed to indicate that a significantly more detrimental process of homogenisation was to be expected. In the meantime, however, it would seem that quite the opposite is the case and that not monolingualism but multilingualism is favoured by the new technologies. One good example is the Web, which only a few years after its monolingual birth started to become an inherently multilingual space, where not only national and regional languages but also minority languages and dialects are used and where even mixed languages and hybrid varieties appear. While socio- and applied linguists have mostly looked upon phenomena like the mixing of languages, the crossing of languages or code-switching as belonging to the domain of (conceptual) orality and have studied them above all in urban migration milieus, postcolonial cultures or diasporas, in my paper I would like to show first of all that the scope of mixing, at least today, is not confined between such borders and that the new technologies even favour the insertion of hybrid varieties into the written (virtual) world. Studies on the language of SMS and Chat as well as the mixed language Europanto among others will serve as examples. In order to tackle the question as to what the creation of mixed languages and their acceptance by speakers might mean for applied linguistics, and whether hybridity is a possible way to a European identity, I will draw on the links which have been established between hybridisation and the production of new identity patterns in studies on the domain of (conceptual) orality like those above. Grammatical and Pragmalinguistic Knowledge in a Foreign Language: The Case of English Focus Constructions Marcus Callies Institute fur Anglistik und Amerikanistik Englische Sprachwissen, Universitat Marburg callies@staff.uni-marburg.de This talk reports on the theoretical framework, experimental design and first results of a Ph.D.-project that investigates native-speaker and advanced German EFL-learner production and comprehension of focusing devices in English. The aim of the study is to explore the relationship between grammatical and pragmalinguistic abilities in an L2. Although pragmatic knowledge/ competence in an L2 includes more than the sociopragmatic and pragmalinguistic abilities for understanding and performing speech acts, the significance of L2 pragmatic knowledge beyond the domain of speech acts has been neglected in Interlanguage Pragmatics research to date. The study focuses on the syntactic devices (word order and focus constructions such as fronting/topicalization, inversion, and different types of clefting) that are available to convey emphasis and contrast, and adopts a functional approach to syntax and word order in that syntactic patterns are primarily dealt with in terms of their functions in discourse, serving the communicative needs of the speaker. However, lexico-syntactic devices such as emphatic do, lexical intensifiers and discourse markers (extremely, really, actually) are also taken into consideration. The central research questions are: Which (pragma)linguistic resources do native speakers of English and German EFL-learners use to express specific pragmatic effects such as emphasis and contrast? · Do native speakers of English and German EFL-learners differ in their preferences for the use of devices that are available to express these pragmatic effects? Do German EFL-learners have explicit knowledge of the syntactic devices available in English for realizing emphasis and contrast, and do they have knowledge of the appropriate contextual use of these devices? Native speaker and German EFL-learner data were collected using traditional techniques such as discourse completion, multiple choice - administered in the form of written questionnaires - and retrospective interviews, but the study also draws on a corpus of argumentative student writing as an additional database. King‟s College, London 9 – 11 th - 6 - September, 2004
BAAL Conference 2004 37 th Annual BAAL Meeting Visual display of metaphor use in conciliation talk: methodological considerations Prof Lynne Cameron and Dr Juup Stelma School of Education, University of Leeds L.J.Cameron@education.leeds.ac.uk J.H.Stelma@education.leeds.ac.uk Time-ordered visual display offers an alternative mode of understanding the dynamics of talk, assisting interpretation through highlighting tendencies, shifts and co-occurrences in language use across shorter and longer timescales (i.e. the dynamics of the talk). This paper aims to show how visual display provides valuable insights into the dynamics of metaphor use in talk, and how it can complement more traditional types of discourse analysis. The paper uses data from a project which investigated the dynamics of metaphor across a series of conciliation meetings. We will present visual displays of the talk, between a politically-motivated bomber and the daughter of one of the victims of the bombing, in which each is trying to understand more about 'the Other'. A total of 160 minutes of one-to-one interaction were analysed to answer the research question: what are the dynamics of metaphor use across a single meeting, and across the two meetings? The data was analysed for the use of linguistic metaphor, for references to self and other, and for discourse topics. Visual displays of the metaphor dynamics will be used to show how metaphor uses clusters and changes across the two meetings. Parallel visual displays of discourse topics, and referencing allow additional insights into how participants use metaphor. We will show how the visual displays can guide the selection of transcribed talk for further transcript-based analyses of metaphor dynamics, offering a complement to more traditional methods of discourse analysis. The paper concludes with a summary of the potential of visual display and broader implications for research on spoken interaction. Introducing the Grammar of Talk Ronald Carter School of English Studies, University of Nottingham Ronald.Carter@nottingham.ac.uk Janet White English Team, QCA This paper reports on a recently completed project entitled Introducing the Grammar of Talk (QCA, 2004) undertaken by QCA (Qualifications and Curriculum Authority). The project follows on from previous the work of the QCA English team reported in publications devoted to grammar such as The Grammar Papers (QCA, 1997); Not Whether But How (QCA, 1999) by focussing on the role of grammar in spoken English, Carter and McCarthy, The Cambridge Grammar of English, forthcoming, 2005). Among the main aims of the project are: to provide teachers with the results of recent computational, corpus-based research into spoken and written language - and with particular reference to grammar; to explore how more explicit knowledge of the workings of spoken language can enhance uses of language across a range of informal and formal texts; and to exemplify related classroom teaching materials which can be used (mainly) with Key Stage 3 students and above in the National Curriculum for English in England and Wales. Over thirty teachers have been involved with the project and have produced classroom materials revealing the extent to which pupils' implicit knowledge about and understandings of language can be made more explicit. The project has raised key questions for our understanding of literacies in national curricula and for appropriate methodologies for teaching and learning about spoken grammar and language in general in a school context. Pitching for funding: a critical academic genre Dr Joanna Channell Channell and Associates, Language and Communication Research and Training joanna@channell.demon.co.uk An academic genre which is critically important for academic advancement is the grant application. With the average success rate for grant applications (UK national figures) at 30 percent, an understanding of how successful applications are written is of obvious practical value. For theory, this genre extends the study of persuasive language (cf Bhatia 1993) to a new domain, as well as the study of academic genres. The paper reports a genre-based study of successful applications from each of the main discipline areas of funded academic research. Findings include the ways in which applications are, and are not, similar to other academic genres. While applications do not report King‟s College, London 9 – 11 th - 7 - September, 2004
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