METADISCOURSE IN THE ASEAN ACCOUNTANT CONFERENCE PRESENTATION

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METADISCOURSE IN THE ASEAN ACCOUNTANT CONFERENCE PRESENTATION

Wulan Fauzanna1,2, Daniel Chow Ung T’Chiang1, Azirah Hashim1,

1Faculty of Languages and Linguistics, Universiti Malaya, Kuala Lumpur, Malaysia, 2Faculty of Humanities, Andalas University, Padang, Indonesia,

[email protected]

Presented at MAAL Conference 2022

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Background of study

Context of the study

• Conference presentation (CP) is one of the Continuing Professional Development (CPD) Programmes for accountants in the ASEAN region

• The presenters discuss the accountancy profession and services in the region

• The ASEAN Economic Community (AEC) policy on the free flow of labour

The ASEAN Federation of Accountants (AFA) AFA is a civil society organisation in ASEAN for the professional accountancy organisations of 10 countries. AFA's main objectives are;

1. Building a network among ASEAN

accountants, investigating the possible problems that may affect accountants' work,

2. Building relations with the international accounting association,

3.Establishing collaboration with the ASEAN

business groups.

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Research problems

• Presentation contains signposting that the presenter used as markers that can link the presenters and audiences in comprehending the topic.

• The study of the language in presentation focuses on the structure of the presentation, and the linguistic features.

• Presentation contains of introduction, body and conclusion sections.

• There are a few studies of the use of metadiscourse of professionals in the spoken discourse.

• This study is part of the thesis on Genre Analysis of Conference Presentation in Accountancy.

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Conference Presentation

• A monologue presented by the speaker in front of colleagues in the same profession (Seliman, 1996).

• Using notes, pointers, and eye contact with audiences (Dubois, 1980)

• Face-to-face to the audiences (Hwang, 2013)

• Up-to-date topics (Swales, 2004, p. 17).

• Sharing experiences, research, and practices (Guest, 2018).

• Using slides to draw the audience’s attention (Guest, 2018).

• live, short, and information-dense, Communication is rhetorical, involving the semiotic modes

are audio-visual, involving linguistic, mathematical, and visual semiotics(Thomas & Jolivet, 2003).

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Research Objectives & Research Questions

• To study the metadiscourse markers in the sections of the Accounting conference presentation.

• How metadiscourse markers are used in the

sections of Conference presentations in

Accountancy?

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Literature Review

▪ Interactional metadiscourse appears to have been used more frequently than interactive in the academic conference by native speakers; Self-mention, and engagement markers are dominant markers. In the interactive metadiscourse, the transition is the most used in (Heino, Tervonen &

Tommola, 2002).

▪ Interactional is used more commonly with the engagement markers as the dominant marker in the business presentation by a CEO from a big company. In interactive metadiscourse markers transition is also used most frequently (Heino et al. 2002, Kuswoyo & Siregar (2019).

▪ Interactional is also used more regularly than interactive in the nursing conference. The self-

mention, attitude markers and engagement markers are commonly used. The marker “I” may be

used to build a speaker persona (Garrido, 2019).

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Conference Presentation Genre

Raisanen (2002) identified conference as a system of the genre. A conference event contains a

sequence of social actions. Moreover, genre evolves contextually, intertextually, and dialogically

and it connects to a broader system called a 'conference forum'. A conference forum contains the

activities and genres of a particular conference; the annual conference, conference proceedings, and

all actions before, during and after a specific conference’. In the forum, all of the participants share

concerns and exchange information.

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METADISCOURSE

The study applies metadiscourse (Hyland , 2005), for several reasons;

1. metadiscourse allows the researcher to pursue their goals because, in the data, the speakers use a specific rhetorical choice to build interpersonal negotiations and to make a balance claim for the originality and plausibility of their works.

2. Metadiscourse is helpful for the researcher, allowing the writer to engage with the audiences and assist them in interpreting and evaluating the texts.

3. Mauranen (2010) in Lee & Subtirelu (2015) emphasises that metadiscourse has an essential role in spoken discourse than in written discourse. The speaker in spoken discourse has a greater need to "manage spoken discourse in real time“.

Metadiscourse can be an approach to identify how the speakers achieve their goals and identify the

norms of the discourse community.

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Research methods

• Frameworks : Hyland (2005) on Metadiscourse

Category Function Examples

Interactive Help to guide the reader through the text Resources

1. Transition markers Express relations between main clauses In addition, but, thus, and Addition- add elements to an argument Furthermore, moreover, besides

Comparison - marks argument is similar Similarly, likewise, equally, in the same way, correspondingly, on the other hand, but

Consequence - tell readers a conclusion in justified Thus, therefore, consequently, in conclusion, anyway, of course 2. Frame markers Refer to discourse acts, sequences or stages “Finally, to conclude, my purpose is”

a.Sequence part Order an argument First, then, at the same time, next

b. Label text stages Label text stages To summarise, in sum, by way of introduction

c. Announce discourse goals

I argue here, my purpose is, the paper proposes, I hope to persuade

d. Indicate topis shift Well, right, Ok, now, let’s turn to

3. Endophoric markers Refer to the information in other parts of the text “noted above, see fig, in section 2”

4. Evidentials Refer to information from other texts- the writer’s stance “according to, Z states”, refer to, based on 5. Code glosses Elaborate propositional meanings- by rephrasing,

explaining and elaborating to recover the writer’s intention.

“namely, such as, in other words”

This is called, it can be defined, for example, explain, that is, alternatively

Interactional Involve the reader in the text Resources

1. Hedges Withhold commitment and open dialogue Might, perhaps, possible, about, think, just, so, you know, 2. Boosters Emphasise certainty or close dialogue Definitely, it is clear that

Clearly, obviously, demonstrate 3.Attitude markers Express writer’s attitude to the proposition

By attitude verbs, Sentence adverbs, adjectives

Unfortunately, I agree, surprisingly, prefer, hopefully Appropriate, logical, remarkably

4. Self-mention Explicit reference to the author I, we, my, me, our

5. Engagement markers Explicitly build a relationship with the reader

To create the impression of authority. Consider note, you can see that

Hedges, boosters, self- mention, attitude Table. Model of Interpersonal Metadiscourse (Hyland, 2005)

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Data collection & data analysis

Data Collection

• 13 presentations at the IAI-AFA-IAESB conference held in Bali in 2019.

• The participants are member of the accountant organisations from ASEAN and other

countries in the world.

• The presentation was audio-recorded and then transcribed in 28,900 words. Each of

presentation is about10-20 minutes duration.

And total duration is 3 hours and 42 minutes.

• The data is only taken from speakers from the ASEAN countries and NNS

Data Analysis

• The software application Wordsmith tools 8.0 (Scott, 2020) was used to analyse the

concordances based on Hyland’s (2005a)

framework.

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Findings: The Frequency of the Interactive and Interactional Metadiscourse

Table. Interactive metadiscourse

Number o

f tokens Percentages Transition markers 1172 23.6

Frame markers 578 11.6

Endophoric markers 67 1.3

evidential 62 1.2

code glosses 71 1.4

Total Interactive 1950 39.2

Table Interactional Metadiscourse

Number

of tokens Percentages

Hedges 917 18.4

Boosters 5 0.1

Attitude markers 8 0.2

self mention 1348 27.1

Engagement markers 747 15.0

Total Interactional 3025 60.8

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Findings: Interactive & Interactional in the conference presentation sections

Interactive Interactional

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Metadiscourse markers in conference presentation

Introduction

1. Self-mention

2.Transition markers 3.Engagement markers 4.Hedges

5.Frame markers

Body

1. Self-mention

2. Transition markers 3. Engagement markers 4. Hedges

5. Frame markers

Conclusion

1.Self-mention

2.Transition markers 3.Engagement markers 4.Hedges

5.Frame markers

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Findings: Metadiscourse in Introduction

The introduction section describes the structure of the presentation and presents the purposive

arrangement and audience-oriented. The three most expressions used in the introduction section are ; 1.Self-mention (3.53%)

"I" has been used more frequently than other pronouns., such as introducing themselves or their organization, called listener orientation (Dubois, 1980), containing some expressions which prepare the audience to listen to the display from the speaker. The self-mention “I” is often followed by “I think..", "I will discuss…", "I will talk…," and "I will focus….“

2. Transition markers (2.52%).

“And” is used more frequently as the connector between ideas.

3.Engagement markers (1.58%)

The use of “will” . Such as, “So, I will talk about auditors standpoint as to professional skepticism.

ought to be, ought to be doing,”(D1)

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Findings: Metadiscourse in Body section

1. Self-mention (20.75%), “We” refers to a group of people. presenter emphasize the work of a team and call the audience when asking them to do a specific

“action”. (Rowley & Thomas, 2005).

2. Transition markers (20.20%) The transition is the connector used to connect one statement to another statement. The marker “And” has been used much more frequently than any other transition marker.

The addition is more important than comparison and consequence in the transition.

3. Engagement marker (20.02%). The

function to present claims respectfully to the readers using several expressions, such as May, could, would. Hyland (2005) this expression is used to meet the reader's expectations.It can also address the

readers and guide them in interpretation.

0.00 5.00 10.00 15.00 20.00 25.00

Percentages

Metadiscourse markers

Body

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Findings: Metadiscourse in Conclusion section

The conclusion section uses metadiscourse less than the introduction and body section.

1.Self-mention (1.52%)

Self-mention is the highest recorded international resource identified in the conclusion section. “I” is used in the conclusion section.

2.Transition markers (1.09%)

The transition is the part of adding, defining and arguing. This part means that there is a need to add several ideas in the closing section to close the area with several conclusions.

“And for the closing. I think this is something [00:18:39] that miss [firstname2] and Doktor [firstname1] also have been saying even though the technology is there, the machine is good and simulating, but for sure they cannot embrace that because there is ethics and values that something that we have to feel it inside that technology who make difference so things that cannot be automated will be Priceless.” (D10)

3. Engagement markers (0.91%)

The markers in the engagement marker, such as have.

“and the end of my presentation. I would [00:11:35] like to have to share how to improve from the perspective of organisation then we have challenge in this part to have proper better skeptic”

0.00 0.20 0.40 0.60 0.80 1.00 1.20 1.40 1.60

Percentages

Metadiscourse markers

Conclusion

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The Most useful metadiscourse markers to each section of presentation

Sections of Conference Presentation

Self mention Functions Transition markers

Functions Engagement markers

Functions Hedges Functions Frame

markers

Functions

Category of Metadiscourse

Interactional Involve the readers in the text

Interactive Guide the readers to the text

Interactional Involve the readers in the text

Interactive Guide the readers to the text

Introduction I Building speaker

persona And

Connecting activities

Have Justifying the

strategy So

Indicating change of topic

Let's

Indicating topics, signalling the topic

changes

Body We

Showing inclusivity to the

team

And

Connecting and adding ideas

You

Building relationship with

audiences, guide them in interptetation

So

Proposing argumentation, indication change

of topic right

Indicating topics, signalling the topic

changes

Conclusion I Referring to the

author And

connecting activities

Have

creating obligation to create specific

actions

Think

Stating limitation and convey different attitude

now,then

Indicating topics and express

sequences

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Conclusion

1. The recent study is also relevant to previous studies that interactional is more frequently than interactive— Self-mention, Engagement markers that build relations with audiences.

2. The audience orientation is high in the presentation. The self-mention builds the presenter's persona and involves the audience in the talks.

3. Linking ideas and indicating topics through the Transition markers and Frame markers to connect information or ideas.

4. Presenting the speakers' point of view, Hedges and Engagement markers are used to recognise the

speakers’ point of view and focus the audience's attention.

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References

Guest, M. (2018). Conferencing and Presentation English for Young Academics. Singapore: Springer Nature.

Hwang, P. A. (2013). Target discourse in oral presentations by Science and Engineering graduates in the U.S. English Scott, M. (2020). WordSmith Tools version 8.0. Stroud, Gloucestershire, UK: Lexical Analysis Software Ltd.

Seliman, S. (1996). The genre and the genre expectations of engineering oral presentations related to academic and professional contexts (Doctor Phylosophy ethesis ), University of Stirling .

Seliman, S., & Dubois, B. L. (2002). A Handbook on Oral Presentations for Speakers in Engineering (A. Attan Ed.). Johor Darul Ta'zim: Penerbit Universiti Teknologi Malaysia

Singh, K. K. M., Ali, M. A., Yuit, C. M., & Helen, T. (2019 ). A genre-based investigation of the Introduction sections of Academic Oral Presentations. Asian Journal of University Education (AJUE), 15(2).

Swales, J. M. (1990). Genre Analysis. English in academic and research settings UK: Cambridge University Press.

Thomas, S. C., & Jolivet, E. R. (2003). Analysing the Scientific Conference Presentation (CP) , A Methodological Overview

of a Multimodal Genre ASp, 39-40, 59-72.

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English needs in the ASEAN Economic Community and Implications for Higher Education in Indonesia

Wulan Fauzanna Faculty of Languages and Linguistics

University of Malaya

email: [email protected]

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Introduction

 The ASEAN Economic community started in 2015 opened the competition for employment in certain areas of specialization

 The Mutual Recognition Agreement (MRA) facilitates the mobility of the specific professions to work across ASEAN. Including engineers, accountants, doctors, dentist, tourism, nurses.

 Universities in the ASEAN countries face several challenges in preparing the students to compete in the ASEAN Economic Community

 The graduates must be equipped with several skills, including English to improve

their competitiveness in the global world and develop economically.

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The aims of the study

 To analyse the existing literature on English in ASEAN in the AEC.

 To conduct thematic analysis by reviewing previous studies on the required skills for working in the ASEAN Economic Community

 To identify the gaps and justification for further studies.

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Research question

What English skills are needed to work under the Mutual recognition agreements (MRAs)

in several professions in the ASEAN Economic Community (AEC)?

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Methodology

 PRISMA (Preferred Reporting Items for a systematic review)-Thematic analysis The aims are to comprehensively locate and synthesize related research, using organized, transparent, and replicable procedures at each step in the process (shaffril ,2018)

 Databases

Wiley online library, Taylor and Francis, Google scholars, Researchgates,

contacting the writers.

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Key words and searching information strategy

 English in the ASEAN

 English in South East Asia

 English in the ASEAN Economic Community

 English skills in the ASEAN Workplace in the ASEAN Economic community

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Inclusion and Exclusion criteria

Criterion Eligibility Exclusion

Literature types Journals, reports,

conference proceedings, books

Report, thesis

Language English Non-English

Timelines 2008- present < 2008

Are coverage ASEAN , Asia and ASEAN Non-ASEAN

Key words ELF, curriculum design, ESP, ASEAN

Not related to English or

linguistics

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Flow diagram

Web of knowledge

Included Excluded

Non-ASEAN countries

Non-ASEAN/AEC topic

Non linguistic topic To review

N=38

Documents

N=427

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Themes and sub-themes

NO Authors

Main study design

English for ASEAN integration

English skills for job English as lingua franca in

ASEAN English in the curriculum

English for education and scientech

Reg Id S R W V L Co G Cu T L1 E En In Me Ma Sy Ass LP ICT CT MOI Mob

1 Araminta, L., & Halimi, S. (2015). MM √ √ √ √ √

2 Kaewpet (2009a) MM √ √ √

3

Kraisuth and Panjakajornsak

(2018) QN √ √ √ √ √

4

Jitpaisanwattana,

Pathumcharoenwattana, and

Tamtawutho (2015) QL

√ √ √ √

5 Moslehifar and Ibrahim. N (2012) QN √

6 Kassim and Ali (2010) QN √ √

7 Mohamed, Radzuan, Kassim, and

Ali (2014) MM √ √ √ √ √

8 Pichayasupakoon (2014) MM √ √ √ √

9 Rajprasit and Hemchua (2015) MM √ √ √ √ √ √

10 Steelyana (2012) QL √ √

11 Surani and Kusumawati (2018) QL √ √ √ √ √ √ √ √ √ √

12 Talif and Noor (2009) QN √ √

13 Tenedero (2017) QN √ √ √ √ √

14 Tenedero and Orias (2016) QL √ √ √ √ √ √ √ √ √ √ √

15 Tenedero and Vizconde (2015) MM √ √ √

16 Luekitinan (2014) QN √

17 Joungtrakul (2013) QN √ √ √

18 Rahjeevnath (2015) QL √ √ √ √ √ √ √ √

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18 Rahjeevnath (2015) QL √ √ √ √ √ √ √ √

19 A Kirkpatrick (2008) QL √ √ √

20 A Kirkpatrick (2010) QL √ √ √ √

21 A Kirkpatrick (2012a) QL √ √ √ √ √ √

22 A Kirkpatrick (2012b) QL √ √ √ √ √ √

23 Kirkpatrick (2013) QL √ √ √ √

24 Kirkpatrick (2014) QL √ √ √ √ √

25 Kirkpatrick (2014) QL √

26 Kirkpatrick (2015) QL √ √ √ √ √ √ √

27 Kirkpatrick (2017a) QL √ √ √ √ √ √ √ √

28 Kirkpatrick (2017b) QL √ √ √ √ √ √ √

29 Kirkpatrick (2018) QL √ √ √ √ √ √ √

30 Low & Hashim (2012) QL √ √ √ √

31 Low & Ao (2018) QL √ √ √ √ √ √ √ √ √

32

Hashim, Leong, and PT

(2014) MM √ √ √

33 Hashim and Leitner (2014) QL √ √ √ √ √ √ √ √ √

34 Hashim, Kaur, Kuang (2016) QL √ √ √ √ √

35 Hashim and Leitner (2017) QL √ √ √ √ √ √ √ √

36 Shinmauchi (2011) QL √ √ √ √

37 Zein (2018) QL √ √ √ √ √

38 Hamied (2012) QL √ √ √ √ √

17 5 22 6 13 3 5 9 3 12 8 8 8 8 5 5 11 2 6 3 4 2 9 5

English for ASEAN

integration English skills for job English as lingua franca in ASEAN English in the curriculum

English for education and scientech

Reg = regionalism S=Speak L=Listening Cu=Culture

E= Variety of

English Me=Methods

LP=Learning

preference ICT= Teachnology Id = identity R=Readi Co=Content T=teachers En= Environment Ma=Materials

CT=Critical thinking

W=Writig G=grammar L1=First languageIn=inteligibility Sy= Syllabus MOI=medium of instructions

V=Vocabulary Ass=Assessment Mob=mobility

MM (Mixed methods)=7 QL (Qualitative) = 24 QN(Quantitative)= 7

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Findings

 The methods:

Qualitative (24 studies), Quantitative (7 studies), Mixed methods (7 studies)

 There are 5 themes and 24 sub-themes

 Location of study

ASEAN (13 studies), Thailand (8 studies), Malaysia (8 studies), Indonesia ( 5 studies), Philippines (3 studies), Singapore (1 study)

 Years of study

2008 ( 1 study), 2009 (2 studies), 2010 (2 studies ), 2011 (1 study),

2012 (6 studies), 2013 (2 studies), 2014 (7 studies), 2015 (6 studies),

2017 (4 studies), 2018 (5 studies).

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Themes and sub-themes

Theme 1: English for ASEAN regionalism Sub theme: regionalism, identity

Theme 2:English skills for working in ASEAN

Sub theme: Speaking, Reading, writing, listening, vocabulary, content, grammar

Theme 3:English as lingua franca in ASEAN

Sub theme: Culture, teachers, The use of L1, “E”

Variety, Environment, intelligibility Theme 4:English in the curriculum

Sub theme: Methods, materials, syllabus, assessment, learning preference

Theme 5:English in education system

Sub theme: ICT, Critical thinking, MOI, mobility

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The most studied topics The least studied topics 1. The oral communication skills

2. English for ASEAN regionalism 3. Written skill for working

4. Teaching the cultures of the ASEAN countries

5. Using the authentic and semi-authentic materials and ASEAN literature

1. Syllabus

2. Critical thinking 3. Grammar

4. Vocabulary.

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Discussion

Theme 1: English for ASEAN regionalism

Regionalism (17 studies)

➢ English is an official and working language of ASEAN.

➢ English is a lingua franca in ASEAN

➢ English must be acquired by the ASEAN citizens to compete internationally and to develop economically

➢ English is for the integration of ASEAN member countries in specific professions

➢ The ASEAN corpus of English (ACE) aims to understand the natural communication among the ASEAN speakers

Identity (5 studies)

➢ Local languages is used in education system to preserve local and national language, such as in Thailand and Indonesia.

➢ Singapore English represents Singapore identity

➢ English is the language of identification of ASEAN speakers

➢ Promoting ASEAN identity by raising the awareness toward ASEAN in the curriculum and

the exchanges of arts, linguists, sports and tourism

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Theme 2: English skills for working in ASEAN

Speaking ( 22 studies)

➢ The jobs in ASEAN required high level of proficiency

➢ English is used in talking about jobs in Formal and informal communication Reading (6 studies)

➢ Reports, email, formal letter, textbook, signs on machines.

Writing (13 studies)

➢ Writing daily reports, proposals, preparing presentation, email.

➢ Writing with the emphasis on grammar

➢ Using authentic business sample Listening (5 studies)

Understanding main ideas, active listening, listening to instruction Vocabulary (3 studies)

Mastering vocabularies and terminologies Content (9 studies)

Understanding rules, case study related to accounting, technical competence, and authentic.

Grammar (3 studies)

Understanding grammar rules, studying the English forms of the ASEAN speakers, such as , articles,

tenses, preposition, syntax, modality

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Theme 3: English as lingua franca in ASEAN

Theme 3: English as lingua franca in ASEAN Culture (12 studies)

NS culture is not the target cultures

English represents the cultures of the ASEAN speakers Teachers (8 studies)

Multilingual teachers are the most appropriate language teachers. they can be a model for the students Teachers will be unconfident to teach the model that they are not familiar with

Using L1 in teaching and learning (8 studies) Using L1 to learn L2

L1 is used in education system

Adopting local features influenced by the local cultures

Using local cultures in teaching. For Malaysian, it can express their cultures and religions.

‘E’ variety (8 studies)

Different variety of English is developed when English is used as a lingua franca.

ASEAN variety is code mixing variety

The curriculum must teach the varieties of English spoken in ASEAN.

Endonormative norm will be a model. It is students’ own nativized varieties.

Studying corpora allows research to identity the non-standard English among speakers Environment (8 studies)

Local language must be acquired before children starts learning other languages.

Bilingual society.

Intelligibility (5 studies)

Mutual intelligibility is the goal

Raising awareness of the comprehensibility of NNS speeches and to practice listening to NS and NNS variety.

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Theme 4:English needs in the curriculum

Theme 4: English needs in curriculum Methods ( 5 studies)

Business English as lingua franca (BELF) Integrating 4 skills

Lingua franca approach Multilingual model

Materials (11 studies)

Authentic, semi-authentic, promoting linguistic competence, promoting ASEAN literature in the curriculum

Syllabus (2 studies)

Fulfilling students needs

Syllabus is designed with the collaboration between content teachers and English teachers.

Assessment (6 studies)

Must be relevant to the ASEAN context, match to the curricula, develop the culture of ASEAN.

The format: presentation, project, portfolio, art project and creative writing Related to lingua franca curriculum

Learning preference ( 3 studies) Individual, in pairs, in groups

Blended learning, promote learning autonomy

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Theme 5: English in education system

Theme 5 : English in education system ICT (4 studies)

Learning using ICT

Critical thinking (2 studies)

Thinking skill, critical thinking, creative thinking, analytical thinking.

Medium of instruction (MOI) ( 9 studies)

English as MOI in ASEAN countries, such as, Malaysia Thailand, Singapore

ASEAN university network, facilitating study abroad program and student mobility Mobility ( 5 studies)

Mobility of students, including credit earnings, staffs doing research in other

countries and graduates work in other ASEAN countries.

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The English skills needed in AEC

 Skill 1: To have awareness toward ASEAN languages and cultures.

English for ASEAN integration and shows the regional identity.

 Skill 2: High proficiency in English for working.

Having competences in 4 English skills, vocabulary, grammar and knowledge on the professions.

 Skill 3:Having knowledge of the ASEAN variety and awareness of the mutual intelligibility .

ELF is the medium of communication among the ASEAN member countries.

 Skill 4: To have Familiarity with authentic/semi-authentic materials, and the assessment relevant to the ASEAN context.

 Skill 5: Acquiring ICT skill, critical thinking

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The implication for curriculum

 The ASEAN Economic community requires the shift of the curriculum in HEI, including:

 To understand the languages, cultures of the ASEAN member countries –syllabus, teaching materials to promote the languages and cultures of ASEAN.

 To use L1 to assist learning- Code Switching and Code mixing

 To introduce English variety of the ASEAN speakers –Teaching grammar, pronunciation.

 To promote the awareness of the intelligibility of the ASEAN speakers- Teaching pronunciation

 To understand how ELF is used in specific professions – Teaching vocabulary, registers in the specific professions.

 To promote the exchanges of students and staffs- Mobility and MOI .

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Proposed study

Statement of the problems

 English is the lingua franca of the ASEAN and English skills are required for employment(Chalamwong, Hongprayoon, Doung, Chan, & Dyna, 2012).

 To develop ESP courses, to prepare students for the specific communication needs in the fields to enhance their competitiveness (Tenedero & Orias, 2016;

Tenedero & Vizconde, 2015)

 Using authentic materials reflecting real communication in the field (Planken &

Nickerson, 2009)

 Designing curriculum is a high priority to reach the ELF standards demanded by

the AEC environment .

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Proposed study

Aims of the study

1) to examine the use of English as lingua franca in spoken and written workplace communication within the AEC

2) to evaluate the current curriculum, focusing on English language skills of the priority professions for which there are mutual recognition agreements (MRAs):

accountancy, in two Indonesian universities

3) to analyze the gap between the level of English needed in the ASEAN workforce and university curricula

4) to offer a model ESP curriculum for accounting which reflects the ELF in use in

this field.

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Research questions

The study is intended to answer the following questions:

1) What is the nature of English as lingua franca in use in the ASEAN accounting workforce?

2) To what extent does the current English curriculum prepare graduates to communicate in this context?

3) What additional content and skills need to be covered in an ESP curriculum for Accountants to prepare them for the ASEAN workforce?

4) What would a model of ESP curriculum for accountants look like?

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Context of the study

 Accounting program in 2 universities in Indonesia.

 The universities has limited contact with native speakers and highly monocultural.

 Location: Padang, Indonesia

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Theoretical frameworks

Needs analysis, English as a lingua franca and curriculum evaluation –

Needs Analysis (Brown, 2016) : Target situation analysis, Present analysis Gap analysis

The principles of lingua franca approach (Kirkpatrick 2010, 2012, 2014, 2015,2018)

Principle 1: Native speaker of English is not the linguistic target Principle 2: Native speaker culture is not the cultural target

Principles 3:Local multilingual teachers will be the most appropriate English teachers Principle 4: Lingua franca environments provide excellent learning environment for lingua franca speakers

Principle 5: Assessments must be relevant to the ASEAN context.

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The methodologies

NO Participants Procedures for

collecting data

Types of data Data analysis

A Target situation analysis

1 Accountants from the ASEAN countries Survey List of English skills

needed by the

accountants

SPSS

2 Collecting Sample of language features Spoken and written data

Documents Language

features

B Present Situation Analysis

3 ESP teachers Survey and

interview

The awareness of ELF In Accounting program

NVIVO

4 Head of the department Interview (Recorded)

The skills for accountants

NVIVO

5 Students Survey and

interview,

The awareness on the ELF

SPSS-NVIVO

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Participants:

ESP teachers, accounting teachers, head of

departments

Participants:

Accountants

Present situation analysis Needs Analysis

Context: Higher education institution Procedures:

1. Determining Present situation 2. Interview: in-depth exploration of issues

Target situation analysis Context: Multinational company

Procedures:

1. Survey to the accountants of the skills needed for working

2. Identifying features of ASEAN speakers Inc. Pronunciation, phonology, lexis, grammar,

Data analysis Tabulation of responses (Quan: SPSS, QUAL: NVIVO)

Designing

Curriculum model of ESP in Accounting

Analysis of available information (Books, journals, documents)

(47)

Conclusion

 English is a lingua franca in ASEAN, the language for the integration and a way to show the “ASEANness”

 The English curriculum in University has to prepare students with high English proficiency and the knowledge in the professions and also to raise awareness toward the ASEAN languages, cultures, varieties and the intelligibility of the ASEAN varieties.

 English can help the ASEAN member countries to develop economically and

improve their competitiveness globally based on the ASEAN vision 2020: “ to

transform ASEAN into a stable, prosperous, and highly competitive region.”

(48)

References



Araminta, L., & Halimi, S. (2015). ASEAN Economic Community 2015: Needs analysis of University of Indonesia’s Engineering students.

Indonesian Journal of Applied Linguistics, 5(1), 11-18.



Chalamwong, Y., Hongprayoon, K., Doung, N., A, Chan , S., & Dyna, H. (2012). Skills for employability : Southeast asia Innovative secondary

education for skills enhancement (ISESE). Bangkok: Thailand development research institute.



Chemsripong, S. (2016). Skilled labor mobility in the ASEAN Economic Community (AEC): Experience from Thailand labor market. Journal of

Economics and Political Economy, 3(4), 767-781.



Dudzik, D., L, & Nguyen, Q., T. (2015). Vietnam: Building English competency in Preparation of ASEAN 2015 In R. Stroupe & K. Kimura (Eds.),

ASEAN Integration and the role of English Language Teaching (pp. 41-71). Phnom Penh LEiA.



Gajaseni, N. (2016). Trends and challenges in ASEAN Higher Education towards ASEAN integration Paper presented at the The ASEAN Higher Education Forum (AHEF) 2015, Kuala Lumpur.



Hamied, F., A. (2012). English in multiculturalism and multilingual Indonesian education In A. Kirkpatrick & R. Sussex (Eds.), English as an

Internatioanal language in Asia: Implications for language education. (Vol. 1, pp. 63-79). London: Springer.



Hashim, A., Kaur , J., & Kuang, T., S. (2016). Identity regionalism and English as an ASEAN lingua franca JELF, 5(2), 229-247.



Hashim, A., & Leitner, G. (2014). English as a lingua franca in higher education in Malaysia. The Asian Journal of Applied linguistics, 1(2), 16-27.



Hashim, A., & Leitner, G. (2017). English as a Malaysian and ASEAN language. Implications for language policy and planning In S. Malakolunthu &

N. C. Rengasasmy (Eds.), Policy discourse in Malaysiaa education: A nation in the making New York Routledge.



Hashim, A., Leong, Y., & PT, P. (2014). English in higher education in Cambodia. World Englishes,, 33(4), 498-511.



Hashim, A., & Low, E. (2014). Introduction: English in Southeast Asia. World Englishes, 33(4), 423-425.



Jitpaisanwattana, C., Pathumcharoenwattana, W., & Tamtawutho, V. (2015). The analysis and Synthesis on Education management for readiness preparation of Thai workforce in Accounting for the ASEAN Community Procedia - Social and Behavioral Sciences, 186, 944-949.



Joungtrakul, N. (2013). The engineers readiness to cope with the free flow of labor in AEC. HRD Journal, 4(1), 6-21.



Kaewpet, C. (2009a). Communication needs of Thai civil engineering students. English for Spesific Purpose, 28, 266-278. doi:

10.1016/j.esp.2009.05.002



Kaewpet, C. (2009b). A Framework for investigating Learner Needs: Needs analysis extended to curriculum development. Electronic Journal of

foreign language teaching, 6(2), 209-220.



Kassim, H., & Ali, F. (2010). English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific

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Thank You

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Page 1 of 12

Organiser: Co-organisers:

Supported by:

MALAYSIAN ASSOCIATION OF APPLIED LINGUISTICS INTERNATIONAL CONFERENCE 2018 (MAALIC 2018)

3-4 DECEMBER 2018

ASIA-EUROPE INSTITUTE, UNIVERSITY OF MALAYA, KUALA LUMPUR, MALAYSIA

“ Applied Linguistics and the Sustainable Development Goals (SDGs): Language, Communication and the Professions ”

(56)

Page 2 of 12 Notes from the Secretariat

§ The conference schedule is final and should there be any changes, it will be reflected at the conference website or notified at the event in KL.

§ Slots for presentation are subject to change at the discretion of the MAALIC 2018 committee as deemed necessary.

§ Please visit the conference website at https://maal.org.my/maalic-2018/ for latest updates prior to the event.

§ To contact the Secretariat, please write to [email protected]

§ For presenters: If you have any particular requests (software, speakers, etc.) for your presentation, please inform the Secretariat five (5) days in advance before the commencement of the conference. All presentation slides should be in the Microsoft PowerPoint format (*.ppt or *.pptx) and please check them in advance.

(57)

MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 3 of 12

Time Programme (Venue)

08:00 – 09:00 Conference Registration

Auditorium, Level 2, Asia-Europe Institute, University of Malaya

09:00 – 09:10 Welcome and Opening by

Prof. Dr. Azirah Hashim,

President, Malaysian Association of Applied Linguistics (MAAL) and Vice President, International Association of Applied Linguistics (AILA)

Auditorium, Level 2, Asia-Europe Institute, University of Malaya

09:10 – 09:15 Launching of the AILA ASEAN Network by

Prof. Dr. Azirah Hashim,

President, Malaysian Association of Applied Linguistics (MAAL) and Vice President, International Association of Applied Linguistics (AILA)

&

Prof. Dr. Daniel Perrin,

President, International Association of Applied Linguistics (AILA), Zurich University of Applied Sciences, Switzerland Auditorium, Level 2, Asia-Europe Institute, University of Malaya

09:15 – 10:15 Keynote Speaker 1

What is Sejahtera?

Emeritus Prof. Tan Sri Dato’ Dzulkifli Abdul Razak

Rector, International Islamic University Malaysia (IIUM) Senior Advisor, Asia-Europe Institute, University of Malaya (UM)

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MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 4 of 12

10:15 – 10:45 Refreshments

Concurrent Session 1

Language in the

Workplace Language and Law Language for Specific Purposes

Auditorium Kong Zi Room 3 Kong Zi Room 4 Kong Zi Room 5 Kong Zi Room 6

10:45 – 11:05 English Language Communication (ELC) Competence of Internship

Students at Workplace:

Synergizing with Employer Expectations Manjet Kaur Mehar Singh

Bilingualism in Teaching and Learning Law

Nurjaanah Chew Li Hua

“Mine, Sis!”: Linguistic Features of Online Selling

Discourse

Chirbet C. Ayunon

Discourse Strategies of Malaysia Public Listed

Company Chairman’s Statements Vivian Yee Chiew Ling Cecilia Cheong Yin Mei

Norizah Hassan

A linguistic analysis of IIUM medical students’

Oral Case Presentations (OCP)

Faridah Abdul Malik Nor Hasni Yaakob

11:05 – 11:25 English needs in the ASEAN Economic

Community and Implications for Higher Education in Indonesia

Wulan Fauzanna Azirah Hashim

Language and Conceptual

Metaphor Hedging and boosting in economics research articles and opinion pieces: A corpus-based

study HE Mengyu

The Marketization of Public Discourse in Malaysia: A Study of

Research University Websites Ariezal Afzan Hassan

Framing Dentistry: A New Take on Oral Health

Education

Faris Muhammad Noor Norizah Hassan Language of depression:

Investigating types of metaphor in Linkin Park’s

songs

Mevisa Damrongpiriyakij 11:25 – 11:45 Globalisation in

Intercultural Business Communication Saabdev Kumar Shameem Rafik-Galea

Language and Gender Collocation and connectivity in collocation networks: A

corpus analysis of journal articles for English for Academic Purposes (EAP)

Ang Leng Hong

Hospitality Language:

How to Teach it Better?

Minah Harun

Professional care provision for older persons living with Dementia (PLWDs) : dealing with ecosystem diversity

Leela Koran Gayspeak: The Language

of Gender and Family Maria Elena G. Jacinto

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MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 5 of 12 Concurrent Session 2

Language and Technology in Education

11:45 – 12:05 Production of Hausa Vowels by Yorùbá native

Speakers and its Implication to L2 Learning

Sale Maikanti Jurgen Martin Burkhardt,

Yap Ngee Thai, Salina Husain & Oluwadoro

Jacob Oludare

6+1 Writing Traits in a Matriculation ESL

classroom Premaraj Gurusamy &

Ramesh Sathappan

Analysis on Illocutionary Acts in a Classroom

Discourse Arjay B. Arcena

Linguistic Anxiety:

Perspectives of Select Students of English Language Learning Joseph Agbuya Villarama

The Satisfaction and effects of Short-term Mobility Programme:

UniKL Academic Visit to Beijing 2017 Lai Siew Yoon, Suguna Saminathan & Tay Yang

Lian

12:05 – 12:25 Using metacognitive strategies in learning

French’s vocabulary Ajhar Ahmad

The impact of instruction based on Toulmin

elements on the argumentative writing

performance of ESL learners Amirah Dent &

Ng Lee Luan

The Study of the Effectives of Using Video Lecture and Game Based Learning for Mandarin

Subject in Foreign Language Classroom Syahidatul Akmar Safian,

Tay Yang Lian, Wong, S. W., Nudiya Idswa Nor Jasni

The Perception of Integrated Assessments Among Students of UniKL

MIIT

Suguna Saminathan &

Lai Siew Yoon

Composing Process:

Strategies Used by Students in Tertiary

Institution Zulaikha Khairuddin, Izlin Mohamad Ghazali & Noor Hanim Rahmat

12:25 – 12:45 Cross-Language Transfer of Morphological Awareness Among Malay

ESL Learners Anne Benedict Nair &

Sridevi Sriniwass

E-Learning Module for Senior High School Reading and Writing Skills Dives Bangayan Tamayao

Building Interaction in Pre-school at Kota Langsa

(A Classroom Discourse Analysis) Siska Eka Syafitiri

Analysis of English Pronunciation Errors among Undergraduates in

Malaysia

Wan Nur Syazwani Wan Abd Malik

A study on the perception of UniKL MSI students toward TPR method in learning Mandarin

Tan Hua An

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MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 6 of 12 12:45 – 13:05 Effective Learning

Strategies In Learning French As A Foreign

Language

Shobehah Abdul Karim &

Vijayaletchumy Subramaniam

Group Work as a Tool in Enhancing Secondary Level Students’ Writing

Performances in ESL Classrooms Kristina Francis, Geetha Veerappan &

Bharathi Mutty

Comparison of Academic Vocabulary in MUET and

IELTS Reading Comprehension Passages

Chai Jian Mei &

Christina Ong Sook Beng

Reading levels of Malaysia medical tourism hospital

website Ahmad Rauyani Ab

Hamid

Malaysian English Corpus for Classroom Use

(MECCU) Siti Aeisha Joharry, Habibah Ismail & Izlin

Mohamad Ghazali

13:05 – 14:00 Conference Lunch (Lower Foyer, Asia-Europe Institute, University of Malaya) Book Exhibition (Taylor & Francis)

Multilingualism and Multiculturalism

Language for Specific Purposes

14:00 – 14:20 Cast in Iron:

Multilingualism and memory in Penang John Macalister

Communication Spheres and Discourse Perspective

in a Research Proposal Defense Ena Bhattacharyya, Nor Fariza Mohd Nor &

Cordelia Mason

Are Ethos, Pathos, and Logos Used Appropriately

by Engineering Students in Persuasive Email: A

Case Study Isai Amutan Krishnan, Teoh Mei Lin, Hee Sio

Ching, Selvajothi Ramalingam & Elanttamil

Maruthai

A Comparative Genre Analysis of Abstracts in a

Multidisciplinary Conference: Social Sciences vs Science &

Technology Khairul Firhan Yusob &

Ahmad Nazri Jelani

Language Use and Non- Verbal Communication in Doctor-Patient Discourse

Azizah Ya’acob, Zarina Othman, Mohd

Azman Abas, Rozmel Abdul Latiff & Halizah

Omar

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MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 7 of 12 14:20 – 14:40 Malaysian students’

identity in seminars:

Resistant

Zurina Khairuddin

Language and Planning Policy

Genre Analysis of Malaysian Tourism

Brochures

Nurul Syafieqah Jaafar &

Afiza Mohamad Ali

A Corpus-based Analysis of Authorial Identity

Construction in the Review Article Genre

Ali Sorayyaei Azar

The Faculty’s perceptions on the importance of English oral proficiency

and communication problems faced by ESL

medical students

Khairiah Othman &

Faridah Abdul Malik Language Policy and

Sustainability of Languages: Focus on Malaysia, Pakistan and

Ukraine

Maya Khemlani David, Caesar Dealwis, Syed

Abdul Manan &

Lyudmyla Antypenko

14:40 – 15:00 Language, Media, and Computer-Mediated

Communication

Language and Planning Policy

Language for Specific Purposes

“Mangan Tayun”:

Examining the Online Identity of Ilocanos through Facebook Food

Posts

Lysel Ildefonso Haloc

Malaysian Education Ministry’s policy towards

the development of Arabic Language in school

Abdul Hadi Abdul Rahim

Linguistic representation of violence in judicial

opinions in Malaysia Norzanita Othman, Nor Fariza Mohd Nor &

Noraini Ibrahim

Impersonally Personal:

Stance and Engagement Practices of Malaysian

and International Engineering Expert

Writers

Nurul Nai'mmah Hamdan

& Ummul Khair Ahmad

Zooming in for the needs of ESP learners: The

Blended Age Siti Aishah Meor Zul

Kefli’Auni &

Tengku Sepora Tengku Mahad

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MAALIC 2018 CONFERENCE DAY 1: MONDAY, 3 DECEMBER 2018

Page 8 of 12

15:00 – 17:00 Panel Discussion 1

The Future of Applied Linguistics in ASEAN

Prof. Dr. Tengku Silvana Sinar

Universitas Sumatera Utara, Medan, INDONESIA Assoc. Prof. Dr. Gary Michael Jones

Universiti Brunei Darussalam, BRUNEI Assoc. Prof. Dr. Shirley Dita

De La Salle University, Manila, PHILIPPINES Dr. Latsanyphone Soulignavong

National University of Laos, Vientiane, LAO PDR Prof. Dr. Azirah Hashim

University of Malaya, Kuala Lumpur, MALAYSIA

Chairperson: Prof. Dr. Shameem Rafik-Galea

UCSI University, Kuala Lumpur, MALAYSIA

17:30 End of Day 1

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MAALIC 2018 CONFERENCE DAY 2: TUESDAY, 4 DECEMBER 2018

Page 9 of 12

Time Programme (Venue)

08:30 – 09:00 Conference Registration

09:00 – 09:45 Keynote Speaker 2

World Englishes and Communication in Professional Practice – Insights from Critical Genre Theory Prof. Vijay Kumar Bhatia

Visiting Professor, Hellenic American University Athens (Greece) Adjunct Professor, Chinese University of Hong Kong

Semiotics Language, Media, and Computer-Mediated Communication

Kong Zi Room 3 Kong Zi Room 4 Kong Zi Room 5 Kong Zi Room 6

09:45 – 10:05 Inclusive visual discourses of people with disabilities in news

photographs: A discursive contribution towards achieving

the UN 2030 Agenda for Sustainable Development

Ang Pei Soo

Media Representation of Foreign Domestic Workers in Malaysia: A

Comparison between the Malaysian Mainstream Media and the Media of the Workers’

Country of Origin Sheren Khalid Abdul Razzaq

English-Tamil Code-Switching as a Communicative Tool in Facebook Wall Posts among Malaysian University Students

Ranjini Kunalan

Multilingual Microblogging Discourses of GE14

Fazleen Md Ruslan &

Faridah Noor Mohd Noor

10:05 – 10:25 1MDB: A Corpus-driven Transitivity Analysis Wan Faizatul Azirah Ismayatim

&

Siti Aeisha Joharry

How Media Reports and Job Advertisements May Affect Unemployability: A Case Study

Mohd Nazriq Noor Ahmad

Discursive strategies in the RUU 355 (Sharia Courts Act) private bill discourse in the Malaysian

public sphere Hishamuddin Salim &

Mohd Nazri Latiff Azmi

Politeness in online communication: Modern Malay

Politeness

Tengku Intan Suzila Tengku Sharif, Mohd Yusri Mohamad

Noor & Khairul Firhan Yusob

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MAALIC 2018 CONFERENCE DAY 2: TUESDAY, 4 DECEMBER 2018

Page 10 of 12

11:00 – 11:45 Keynote Speakers 3 & 4

Transdisciplinarity, Sustainability, and Professional Discourse as the Key Challenges of Applied Linguistics Prof. Dr. Daniel Perrin

President, International Association of Applied Linguistics (AILA) Zurich University of Applied Sciences, Switzerland

&

Marlies Whitehouse

Treasurer, International Association of Applied Linguistics (AILA) Zurich University of Applied Sciences, Switzerland

11:45 – 12:45 Panel Discussion 2

Industry, Language and the SDGs

Shirley Hsia,

Retail Consultant (China, Taiwan, Hong Kong, Southeast Asia and Australia), MALAYSIA Dr. Yong Junina Fadzil

Consultant Paediatrician/Paediatric Cardiologist, MALAYSIA Rumaizon Abdul Malik

CEO, Founder, Ideascape Consulting Group Sdn Bhd, MALAYSIA

Chairperson: Assoc. Prof. Dr. Cordelia Mason

Universiti Kuala Lumpur (UniKL), MALAYSIA

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MAALIC 2018 CONFERENCE DAY 2: TUESDAY, 4 DECEMBER 2018

Page 11 of 12 Auditorium, Level 2, Asia-Europe Institute, University of Malaya

12:45 – 14:00 Conference Lunch (Lower Foyer, Asia-Europe Institute, University of Malaya) Book Exhibition (Taylor & Francis)

14:00 – 16:30 Malaysian Association of Applied Linguistics (MAAL) – Singapore Association for Applied Linguistics (SAAL) – Thailand Association for Applied Linguistics (TAAL) Symposium 2018

MAAL-SAAL-TAAL Symposium 2018

Theme: Applied Linguistics in Southeast Asia: Research and Practice

MAAL

Dr. Ena Bhattacharyya

Universiti Teknologi PETRONAS (UTP), MALAYSIA Prof. Dr. Shameem Rafik-Galea

UCSI University, Kuala Lumpur, MALAYSIA

SAAL

Prof. Dr. Low Ee Ling

National Institute of Education (NIE)/Nanyang Technological University (NTU), SINGAPORE Assoc. Prof. Dr. Anne Pakir

National University of Singapore (NUS), SINGAPORE Asst. Prof. Dr. Radhika Jaidev

Singapore Institute of Technology (SIT), SINGAPORE

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MAALIC 2018 CONFERENCE DAY 2: TUESDAY, 4 DECEMBER 2018

Page 12 of 12

TAAL

Sonthida Keyuravong

King Mongkut’s University of Technology Thonburi, THAILAND Kornwipa Poonpon

Khon Kaen University, THAILAND Punjaporn Pojanapunya

King Mongkut’s University of Technology Thonburi, THAILAND Dr. Angvarrah Lieungnapar

Suan Sunandha Rajabhat University, THAILAND

16:30 – 16:45 Closing