Languages and Cultures
West Chester University
Dr. Jerome Williams
109 Main Hall
West Chester, PA 19383
|Assistant Professor of TESOL
Ph.D., University of California, Los Angeles
M.A., University of California, Los Angeles
B.A., Seoul National University
Language and Social Interaction; Conversation Analysis; Pedagogical Discourse; Writing Instruction; ITA Training and Assessment.
Park, I. (under revision). Stepwise advice resistance and its management in writing center peer tutoring. Language & Education.
Park, I. (under revision). Dealing with a possible dispreference projection: The use of or-prefaced third turn self-repair. Discourse Processes.
Park, I. (2012). Seeking advice: Epistemic asymmetry and learner autonomy in writing conferences. Journal of Pragmatics, 44(14), 2004-2021.
Park, I. (2012). Asking different types of polar questions: The interplay between turn, sequence, and context in writing conferences. Discourse Studies, 14(5), 1-20.
Park, I. (2010). Marking an Impasse: The use of anyway as a sequence-closing device. Journal of Pragmatics, 42(12), 3283–3299.
Park, I. (2009). [Review of the book The Study of Language by George Yule]. Issues in Applied Linguistics, 16(2), 191–192.
Park, I. (2007). Co-construction of Word Search Activities in Native and Non-native Speaker Interaction. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 7(2) Available at: http://journals.tc-library.org/index.php/tesol/article/view/320
Low and high proficiency test takers’ resumption strategies in an English oral proficiency exam (co-presenter). American Association of Applied Linguistics, Dallas, TX, February 2013.
Non-Type Conforming Responses to Alternative Questions in Writing Conferences. Applied Linguistics Association of Korea, Seoul, Korea, October 2012.
Keeping the flow of the presentation during an English oral proficiency exam (co-presenter). Applied Linguistics Association of Korea, Seoul, Korea, October 2012.
Discussion or Conclusion?: Students’ use of alternative questions in writing conferences. American Association of Applied Linguistics, Boston, MA, March 2012.
Test taker-initiated repairs in an English oral proficiency exam for ITAs (co-presenter). American Association of Applied Linguistics, Boston, MA, March 2012.
Asking Different Types of Polar Questions: The Interplay between Context, Turn, and Sequence in Writing Conferences. National Communication Association. New Orleans, Louisiana, November 2011.
Repetition vs. Reformulation: Test taker-initiated repairs in the test of oral proficiency (co-presenter). Second Language Research Forum, Ames, IA, October 2011.
Questioning Teachers: Students’ Epistemic downgrades as questions. Language and Social Interaction Working Group. Teachers College, Columbia University, New York City, October 2011.
Language Skills for International Teaching Assistants. TA Conference. UCLA Office of Instructional Development. September 2011.
Well-prefaced responses to alternative questions: An examination on question-answer sequences in writing conferences. National Communication Association. San Francisco, California, November 2010.
A Conversation Analytic Study on Student Initiated Question-Answer Sequences in Writing Conferences. American Association of Applied Linguistics, Atlanta, GA, March 2010.
Classes regularly taught:
Second Language Acquisition
Language Teaching Methodology