Hansun Zhang Waring
M/.A. in TESOL, University of Central Missouri;
Ed. M., Ed.D. in Applied Linguistics, Teachers College, Columbia University.
Language and social interaction:
- Conversation analysis
- Second language classroom discourse
- Advice giving and receiving in pedagogical contexts
- Interactional resources deployed to manage competing demands in various social contexts
- Cross-cultural and interlanguage pragmatics
- Waring, H. Z. (2014). Turn allocation and context: Broadening participation in the second language classroom. In J. Flowerdew (Ed.), Discourse in context: Contemporary applied linguistics Volume 3 (pp. 301-320). London: Bloomsbury Publishing.
- Waring, H. Z., Creider, C. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture, and Social Interaction, 2, 249-264.
- Waring, H. Z. (2013). Managing the competing voices in the language classroom. Discourse Processes, 50(5), 316-338.
- Waring, H. Z. (2013). Managing Stacy: A case study of turn-taking in the language classroom. System, 41(3), 841-851.
- Waring, H. Z. (2013). "How was your weekend?": Developing the interactional competence in managing routine inquiries. Language Awareness, 22(1), 1-16.
- Waring, H. Z. (2013). Doing being playful in the language classroom. Applied Linguistics, 34, 191-210.
- Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit solicitations. RELC Journal: A Journal of Language Teaching and Research, 44(1), 103-119.
- Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education, 26(5), 451-469
- Waring, H. Z. (2012). "Any questions?": Investigating understanding-checks in the language classroom. TESOL Quarterly, 46(4), 722-752.
- Waring, H. Z., Creider, S., Tarpey, T., & Black, R. (2012). Understanding the specificity of CA and context. Discourse Studies, 14(4), 477-492.
- Waring, H. Z. (2012). The advising sequence and its preference structures in graduate peer tutoring in an American university. In H. Limberg & M. A. Locher (Eds.), Advice in discourse (pp. 97-118). Amsterdam: John Benjamins Publishing.
- Waring, H. Z. (2012). Doing disaffiliation with now-prefaced utterances. Language and Communication, 32, 265-275.
- Waring, H. Z., & Hruska, B. (2012). Problematic directives in pedagogical interaction. Linguistics and Education, 23, 289-300.
- Waring, H. Z. (2011). Learner initiatives and learning opportunities. Classroom Discourse, 2(2), 201-218.
- Waring, H. Z., & Hruska, B. (2011). Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement. Linguistics and Education, 22, 441-455.
- Wong, J. & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
- Waring, H. Z. (2009). Moving out of IRF: A single case analysis. Language Learning, 59(4), 796-824.
- Wong, J., & Waring, H. Z. (2009). "Very good" as a teacher response. ELT Journal, 63(3), 195-203.
- Waring, H. Z. (2008). Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal, 92(4), 577-594.
- Waring, H. Z. (2007b). The multi-functionality of accounts in advice giving. Journal of Sociolinguistics,11(3), 367-369.
- Waring, H. Z. (2007a). Complex advice acceptance as a resource for managing asymmetries. Text and Talk, 27(1), 107-137.
- Waring, H. Z. (2005). Peer tutoring in a graduate writing center: Identity, expertise and advice resisting. Applied Linguistics, 26, 141-168.
- Waring, H. Z. (2003). "Also" as a discourse marker: Its use in disjunctive and disaffiliative environments. Discourse Studies, 5(3), 415-436.
- Waring, H. Z. (2002b). Expressing noncomprehension in seminar discussion. Journal of Pragmatics, 34 (12), 1711-1731.
- Waring, H. Z. (2002a). Displaying substantive recipiency in seminar discussion. Research on Language and Social Interaction, 35(4), 453-479.
A&HL 4001: Sociolinguistics & education
Language variation based on social class, race, ethnicity, age, and gender; cross-cultural pragmatics, interactional sociolinguistics, code-switching, language planning, and World Englishes. Pedagogical implications.
A&HL 4104: Discourse analysis
Prerequisite: A&HL 4085. Introduction to spoken and written discourse analysis with an overview of various approaches. Development of transcription skills with application of teaching and research.
A&HL 4105: Conversation Analysis
This course offers a general introduction to conversation analysis (CA) by considering CA's methodological principles and analytical concepts along with its wealth of classic findings on spoken interaction. Through an in-depth look into exemplary studies as well as a series of data sessions, the course also provides basic training in conducting CA analysis.
A&HL 4907: Research and independent study: Applied linguistics
Permission of instructor required. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once.
A&HL 5507: Research paper: TESOL/Applied linguistics
Research paper in TESOL/Applied linguistics
A&HL 6031: Advanced conversation analysis
Prerequisite: A&HL 4105. This course is designed to help students pursue further interests in CA as a methodology as well as its vast body of findings on language and social interaction . Aside from considering the various methodological issues related to CA, three main themes will be explored: (1) turn-taking and sequencing beyond the basics; (2) tacit practices in interaction (gesture, prosody, and discourse markers in interaction; cf. contextualization cues); (3) membership categorization device (MCD). The class will be conducted in a format that combines lectures, critical readings analyses, and data sessions.
A&HL 6207: Advanced fieldwork in applied linguistics and TESOL
Permission of instructor required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.