Faculty Publications and Conference Presentations

<p>Sensorimotor information is vital to the conceptual representation of our knowledge system. This study collects perceptual and action ratings for 664 disyllabic nouns among 438 native speakers and creates the first and largest dataset of sensorimotor norms for nouns in Chinese. Using aggregated semantic covariates, including concreteness ratings from a concreteness rating study, as well as the reaction times and error rates from a lexical decision study, our current work demonstrates the strengths of sensory modalities and action effectors in Chinese nouns and explores the contributions of embodied experiences in reflecting orthographic representations and semantic processing in the Chinese language. This study contributes valuable data sources to the study of Chinese lexical processing and highlights the importance of sensorimotor information and embodied manifestations in the semantic representations of concepts. Our results also support the language universal that orthographic awareness in lexical processing and reading supersedes phonological awareness.</p>

Syntactic complexity is a crucial aspect of linguistic proficiency and thus understanding and supporting such development in learners is a keen concern for language teachers. Research conducted has shown growing sophistication of noun phrase structures by writers of different abilities in academic writing (Biber &amp; Gray, 2010; Liu &amp; Li, 2016; Parkinson &amp; Musgrave, 2014). In comparison, relatively less is known about the development of syntactic sophistication among student technical writers. Adopting a discipline-specific approach, this study compared the complexity of noun phrase structures in student texts of three performance levels from high, mid and low. The data taken from 45 technical reports of university engineering students were analyzed quantitatively using automatic syntactic analyzers and qualitatively by manual coding and text examination. The results show that noun phrase complexity is a differentiating factor for different performance levels with the stronger texts exemplifying more varied modifying structures and in greater numbers. Complex and lengthy structures, such as multiple use of prepositional phrases and combined use of other modifiers such as -ed or -ing clauses, are common in postmodification, whereas premodifying structures are simpler in structure and shorter. The study also explored the contribution of complex noun phrases to expression of meaning, showing that complex syntactic structures are commonly used to perform a diverse range of language functions essential to technical communication, such as explaining a scientific mechanism. The close connection between syntactic complexity and expression of meaning suggests that structures for pre- and postmodification should be learned as a meaning-making resource.

<p>Multimodal collaborative writing has become increasingly prevalent in the advent of technology-enhanced language learning, yet scant attention was paid to the verbal and on-screen interactions between learners during the construction process. This study narrowed the research gap and investigated three pairs of EFL learners’ interactions when completing a multimodal collaborative writing task in an English for Academic Purpose (EAP) course at a university in Hong Kong. Using a multiple case-study approach, we examined the dynamics of peer interactions through their interaction patterns, utilization of semiotic and multimodal resources and functions of languaging. Our analyses showed that the three pairs enacted strikingly distinct patterns of interaction, with the more collaborative partners demonstrating a variety of prompting and feedback skills to facilitate their discussion. Surprisingly, the pairs had strong tendencies to attend to the texts rather than multimodal elements during the writing process. Another striking finding is that even non-collaborative partners occasionally engaged in various forms of private speech to keep track of the writing process. Implications of these findings on fostering peer collaborations during multimodal CW are discussed.</p>

Short Descriptions

This project is an attempt to replicate the research entitled “Syntactic Complexity and Writing Quality in Students’ Technical Writing” conducted by KY, Joyce and Eric with students of the SENG. Using the same framework of this research on SENG students, we would like to investigate whether there are any linguistic differences between SHSS and SENG students in their academic writing, with a special focus on their writing of complex noun phrases. Results from our work will be compared to the SENG research findings to identify any cross-disciplinary differences or similarities in students’ writing.

Possible Benefits

A comparative cross-disciplinary research study to explore syntactic differences in students' writing will have pedagogical impact on ESP teachers and material writers.

Deliverables

We intend to do background reading and prepare a literature review of the study this summer. Since both Thomas and Amy are new to this area, time is needed to familiarise with published materials in this area, find out how the SENG research was conducted and understand the various analyses.

Short Descriptions

This project examines and makes recommendations for the initial assessment procedures in Adult Education in the United Kingdom. Teachers and learners are constantly making opinions about their development and formative assessment is one of the tools used to recognise it. In Adult Education, in addition to formative assessment, learners are expected to undergo initial assessment testing their level of knowledge/abilities in Language, Literacy or Numeracy. Within the Adult Education context, there are several initial assessment methods available. However, it is the providers who decide which methods are most appropriate for their learners, as different methods may be appropriate in different areas. This research project focuses on an Adult Education provider based in the Midlands, United Kingdom, and offers findings that test and sometimes refute the current theory about initial assessment. Two research methods were employed to achieve the aim and objectives. Firstly, secondary data was researched, secondly, the qualitative primary data was collected using in-depth focus groups. The research included both practitioners and learners who either conducted or experienced needs analysis processes in the adult learning context. The findings and recommendations of this research project propose the use of a more ethical and reliable way of conducting initial assessment in the Adult and Community Learning context.

Deliverables

Presentation of the research paper at the European Conference on Education in Paris in June 2022

Short Descriptions

One of my summer projects includes revising the MILE 5001 Second Language Acquisition course based on student feedback. I have gone over all the student comments in the SFQ and I note down below the themes that have emerged and the changes I can make in Fall 2022. 1) Slow down and reduce the reading materials particularly in the first 4 weeks. 2) Highlight the critical concepts in PPTs and tell students which topics are more important. 3) Create connections between theory and practice. 4) Add more linguistic/teaching related examples from real life. 5) Provide more guidance about the final assignment. Emphasize the significance of the process rather than the final product. 6) Consider adding group discussions. 7) Have more interaction with students. Based on those points, I will be revising the course materials and the assessments over the summer.