Languages and Cultures

West Chester University

Dr. Jerome Williams
109 Main Hall
West Chester, PA 19383
Phone: 610-436-2700
Fax: 610-436-3048
Jerome Williams


Innhwa Park

Assistant Professor of TESOL

Ph.D., University of California, Los Angeles

M.A., University of California, Los Angeles

B.A., Seoul National University

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Research interests:

Language and Social Interaction; Conversation Analysis; Pedagogical Discourse; Writing Instruction; ITA Training and Assessment. 

Recent Publications/Activities:

Publications:

  • 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

 

Presentations:

  • 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

Sociolinguistics

Pragmatics

Conversation/Discourse Analysis