H T Nguyen
Biographic Data
| ID | 29861 |
|---|---|
| NAME | H T Nguyen |
| GIVEN NAMES | H T |
| FAMILY NAME | Nguyen |
| SIGNATURE | NGUYEN H T |
| AFFILIATIONS | Hawaii Pacific University |
| ORCID | 0000-0002-3596-418X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Young, Richard
Richard Frederick Young was born in London on October 15 in 1948. After graduating from Oxford with a degree in philosophy, politics, and economics, he taught at the University of Turin, then returned to England to earn a master's degree in applied linguistics from the University of Reading. He was with the British Council in Hong Kong as Materials and Methodology Officer before settling in the United States in 1983. Young earned his PhD in educa…
Conceptual Metaphor Business Is a Journey in Business Terminology
Departing from the conventional understanding that metaphor is merely a component of rhetorical and poetic expression, the Theory of Conceptual Metaphor provides linguistic evidence that metaphor plays a crucial role in creating new specialized vocabulary. The present study attempts to apply the Conceptual Metaphor Theory to analyze the metaphor BUSINESS IS A JOURNEY in nominating business terminology. The corpus of the study comprises 179 metaph…
Interactional practices to manage epistemic stances in online searches during a computer-mediated conversation-for-learning
Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b; González-Lloret, 2016), the intersection between epistemic and affective stancetaking in the online space remains largely unexplored. This paper examines how an intermediate-level learner jointly managed epistemics and affect with a tutor in a teleconference session design…
Talking language ideologies into being in parent-child conversations in Singapore
‘But I want to say “I means love you”’
Family talk is a rich site for children’s language learning as well as navigating into cultural values, social roles and stances. This study examines a child’s stancetaking in language-focused interaction initiated by the parent, in order to understand children’s role in language learning as a social activity and in their own language socialization. Conversation analysis of audio-recorded child–parent conversations in family settings over eight m…
"Did you just say transformers?" A Child's agency and social actions in language-focused sequences
A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations
This longitudinal conversation analytic study tracks a pharmacy student’s development of interactional competence in patient counseling from classroom role-plays to workplace performance, with a focus on turn-design practices. I first examine the learner’s employment of turn-design practices to achieve key patient counseling tasks (drug identification, allergy inquiry, and advice giving) in role-plays over a semester. Then, I analyze how the prac…
The sequential organization of text and speech in multimodal synchronous computer-mediated communication
This study uses conversation analysis to describe the sequential and functional relationship between text and speech turns in an English conversational lesson conducted in multimodal synchronous computer-mediated communication (SCMC) involving text and speech modes. Focusing on repair sequences, I examine the relative timing of turns in each mode, the interactional practices that participants employed to handle timing discrepancy, and how both mo…
Am I a good boy: Explicit membership categorization in parent-child interaction
Interactional Practices across Settings: From Classroom Role-plays to Workplace Patient Consultations
This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consul…
But please can I play with the iPad: The development of request negotiation practices by a four-year-old child
Source marking in represented talk and thought in Vietnamese narratives
This paper uses conversation analysis to examine when Vietnamese speakers explicitly mark the source of represented talk or thought (RT) and when they may omit the RTs source in narratives in dyadic and multiparty family conversations. In Vietnamese, a pro-drop, non-inflectional language, RTs may be introduced by a verb of speaking and its subject, a verb of speaking without the subject, or no verb of speaking and no subject. The analysis focuses…
Institutional Pragmatics
Institutional pragmatics is an umbrella term that refers to research on how linguistic utterances obtain their meanings in the context of institutions, that is, the workplace.
Social interaction and competence development: Learning the structural organization of a communicative practice
Boundary and alignment in multiparty conflict talk
Sequence organization as local and longitudinal achievement
In this article, I take the view that it is through local management of talk that knowledge and competence can be modified, and it is through longitudinal participation in the same speech exchange system that further efficiency can be achieved in the next local management of talk. Thus, a longitudinal understanding needs to be situated in local moments, and the interpretation of local moments is inadequate as an account of the participants' persp…
PPARγ is expressed in hypothalamic neurons involved in food intake and energy homeostasis
Rapport Building in Language Instruction: A Microanalysis of the Multiple Resources in Teacher Talk
Current guidelines on teacher - student rapport, while providing helpful suggestions, fail to address the question of how rapport building can be achieved in contextualised classroom interaction in which a balance needs to be reached between rapport and instructional tasks. Using discourse analysis informed by a conversation analytic approach and bringing in the notions of face (Brown & Levinson, 1987) and participation framework (Goffman, 1981),…
Rapport Building in Language Instruction: A Microanalysis of the Multiple Resources in Teacher Talk
Current guidelines on teacher - student rapport, while providing helpful suggestions, fail to address the question of how rapport building can be achieved in contextualised classroom interaction in which a balance needs to be reached between rapport and instructional tasks. Using discourse analysis informed by a conversation analytic approach and bringing in the notions of face (Brown & Levinson, 1987) and participation framework (Goffman, 1981),…
But please can I play with the iPad: The development of request negotiation practices by a four-year-old child
Am I a good boy: Explicit membership categorization in parent-child interaction
Boundary and alignment in multiparty conflict talk
"Did you just say transformers?" A Child's agency and social actions in language-focused sequences
Rapport Building in Language Instruction: A Microanalysis of the Multiple Resources in Teacher Talk
Current guidelines on teacher - student rapport, while providing helpful suggestions, fail to address the question of how rapport building can be achieved in contextualised classroom interaction in which a balance needs to be reached between rapport and instructional tasks. Using discourse analysis informed by a conversation analytic approach and bringing in the notions of face (Brown & Levinson, 1987) and participation framework (Goffman, 1981),…
Sequence organization as local and longitudinal achievement
In this article, I take the view that it is through local management of talk that knowledge and competence can be modified, and it is through longitudinal participation in the same speech exchange system that further efficiency can be achieved in the next local management of talk. Thus, a longitudinal understanding needs to be situated in local moments, and the interpretation of local moments is inadequate as an account of the participants' persp…
PPARγ is expressed in hypothalamic neurons involved in food intake and energy homeostasis
Boundary and alignment in multiparty conflict talk
Institutional Pragmatics
Institutional pragmatics is an umbrella term that refers to research on how linguistic utterances obtain their meanings in the context of institutions, that is, the workplace.
Social interaction and competence development: Learning the structural organization of a communicative practice
Source marking in represented talk and thought in Vietnamese narratives
This paper uses conversation analysis to examine when Vietnamese speakers explicitly mark the source of represented talk or thought (RT) and when they may omit the RTs source in narratives in dyadic and multiparty family conversations. In Vietnamese, a pro-drop, non-inflectional language, RTs may be introduced by a verb of speaking and its subject, a verb of speaking without the subject, or no verb of speaking and no subject. The analysis focuses…
Interactional Practices across Settings: From Classroom Role-plays to Workplace Patient Consultations
This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consul…
But please can I play with the iPad: The development of request negotiation practices by a four-year-old child
The sequential organization of text and speech in multimodal synchronous computer-mediated communication
This study uses conversation analysis to describe the sequential and functional relationship between text and speech turns in an English conversational lesson conducted in multimodal synchronous computer-mediated communication (SCMC) involving text and speech modes. Focusing on repair sequences, I examine the relative timing of turns in each mode, the interactional practices that participants employed to handle timing discrepancy, and how both mo…
Am I a good boy: Explicit membership categorization in parent-child interaction
A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations
This longitudinal conversation analytic study tracks a pharmacy student’s development of interactional competence in patient counseling from classroom role-plays to workplace performance, with a focus on turn-design practices. I first examine the learner’s employment of turn-design practices to achieve key patient counseling tasks (drug identification, allergy inquiry, and advice giving) in role-plays over a semester. Then, I analyze how the prac…
‘But I want to say “I means love you”’
Family talk is a rich site for children’s language learning as well as navigating into cultural values, social roles and stances. This study examines a child’s stancetaking in language-focused interaction initiated by the parent, in order to understand children’s role in language learning as a social activity and in their own language socialization. Conversation analysis of audio-recorded child–parent conversations in family settings over eight m…
"Did you just say transformers?" A Child's agency and social actions in language-focused sequences
Interactional practices to manage epistemic stances in online searches during a computer-mediated conversation-for-learning
Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b; González-Lloret, 2016), the intersection between epistemic and affective stancetaking in the online space remains largely unexplored. This paper examines how an intermediate-level learner jointly managed epistemics and affect with a tutor in a teleconference session design…
Talking language ideologies into being in parent-child conversations in Singapore
Conceptual Metaphor Business Is a Journey in Business Terminology
Departing from the conventional understanding that metaphor is merely a component of rhetorical and poetic expression, the Theory of Conceptual Metaphor provides linguistic evidence that metaphor plays a crucial role in creating new specialized vocabulary. The present study attempts to apply the Conceptual Metaphor Theory to analyze the metaphor BUSINESS IS A JOURNEY in nominating business terminology. The corpus of the study comprises 179 metaph…
Young, Richard
Richard Frederick Young was born in London on October 15 in 1948. After graduating from Oxford with a degree in philosophy, politics, and economics, he taught at the University of Turin, then returned to England to earn a master's degree in applied linguistics from the University of Reading. He was with the British Council in Hong Kong as Materials and Methodology Officer before settling in the United States in 1983. Young earned his PhD in educa…
Language, Discourse, Communication Strategies (14 works) · Psychology (14 works) · Linguistics (11 works) · Conversation (9 works) · Sociology (9 works) · Communication (8 works) · Computer Science (8 works) · Conversation analysis (8 works) · Discourse Analysis in Language Studies (7 works) · EFL/ESL Teaching and Learning (7 works)