Agnes Weiyun He
Biographic Data
| ID | 659189 |
|---|---|
| NAME | Agnes Weiyun He |
| GIVEN NAMES | Agnes Weiyun |
| FAMILY NAME | He |
| SIGNATURE | HE A W |
| AFFILIATIONS | Stony Brook University |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean
As the objective of language teaching is shifting from producing so‐called “native‐like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing a mixed‐method approach with focus group interv…
Identity construction in Chinese heritage language classes
From an interactionally enriched linguistic anthropological perspective, this article promotes the view that identity is indexical with specific sets of acts and stances, which in turn are constructed by specific language forms. Based on detailed sequential and grammatical analyses of data from Chinese heritage language classes, it argues that identity is dynamic, constantly unfolding along with interaction, and thus has the potential to shift an…
Narrative procecces and institutional activities: Recipient guided storytelling in academic counseling encounters
Preview this article: Narrative procecces and institutional activities: Recipient guided storytelling in academic counseling encounters, Page 1 of 1 /docserver/preview/fulltext/prag.6.2.01he-1.gif
Heritage Language Learning and Socialization
Heritage Language Learning and Socialization
Discursive roles and responsibilities: A study of interactions in Chinese immigrant households
This study examines features of communication in American households where Chinese is used as a heritage language against the backdrop of global migration and technological advancement. It aims to elucidate how meaning emerges and evolves through repeated and varied performance by multiple participants over time, through mundane and iterative practices of everyday conversation. It focuses on how child and adult speakers in this context appropriat…
The role of repair in modulating modal stances in Chinese discourse
This study explores the intersubjective and dynamic construction of modal meanings in Chinese discourse. Specifically, it examines the role conversational repair plays in ascertaining the entailments of modal meanings such as obligation, possibility and permissibility, specifying the range of modal strengths, and assigning an emergent and negotiated quality to these meanings. It argues that repair shapes and sharpens speakers’ modal stances, espe…
Toward an Identity Theory of the Development of Chinese as a Heritage Language
This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis. It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity. Temporally, CHL development recontex…
The Language of Ambiguity: Practices in Chinese Heritage Language classes
This article explores communicative processes in Chinese involving Chinese American children in order to explain the notion of preference for ambiguity, a characteristic often invoked when describing the Chinese as a group. It also speculates on the impact this notion has on children's socialization. Preference for ambiguity can be defined as making ambiguous something that is otherwise clear-communicating ambiguously or conveying something that …
Dui bu dui as a pragmatic marker: Evidence From Chinese Classrom Discourse
Discourse Studies
"You know" as an information status enhancing device: Arguments from grammar and interaction
This article addresses the usage of "you know" in naturally occurring interactional data from a functional-linguistic and conversationanalytic perspective. We suggest that "you know" is more than a lexical choice made by the speaker to express his/her unilateral communicative desires. It is a locally occasioned, emergent resource that both the speaker and the hearer draw upon to jointly structure information and to structure interaction. Our stud…
Dramatic Discourse: Dialogue as Interaction in Plays
Introduction 1. The Ethnography of Speaking 2. Ethnomethodology and Conversation Analysis 3. Turn Sequencing 4. Pragmatics 5. Gender and Language
The symbiosis of choices and control: Toward a discourse-based account of can
Stories As Academic Counseling Resources
This article explores narrative activities in academic counseling encounters. It shows that academic counselors actively initiate, solicit, narrate, and collaborate on stories so as to display knowledge and expertise, assess and articulate students' counseling problems, and problematize otherwise nonproblematic situations. It suggests that narrative discourse is a resource for shaping knowledge, role identities, and problemsolving activities spec…
Repetition in Discourse: Interdisciplinary Perspectives
Co-Constructing Institutional Identities: The Case of Student Counselees
Withholding academic advice: Institutional context and discourse practice
This article examines the interactive, reflexive organization of talk and its institutional contexts. Drawing on carefully transcribed audio and video data from academic counseling encounters at an American university, and using conversation analysis and ethnography as major analytical tools, it investigates how the practice of withholding certain information or opinion at an expected moment reconstructs the university institutional order. It det…
Language use in peer review texts
Applying the functional approach to language developed by Halliday and Hasan, this study delineates the criterial and characteristic features of language used in 13 peer review letters from a graduate seminar by native speakers of English, with an average length of 300–350 words. Examining discourse goals, global text structure, obligatory and optional elements, sequence and co-occurrence of discourse elements, verb types, modalized directives, a…
Withholding academic advice: Institutional context and discourse practice
This article examines the interactive, reflexive organization of talk and its institutional contexts. Drawing on carefully transcribed audio and video data from academic counseling encounters at an American university, and using conversation analysis and ethnography as major analytical tools, it investigates how the practice of withholding certain information or opinion at an expected moment reconstructs the university institutional order. It det…
Co-Constructing Institutional Identities: The Case of Student Counselees
Discursive roles and responsibilities: A study of interactions in Chinese immigrant households
This study examines features of communication in American households where Chinese is used as a heritage language against the backdrop of global migration and technological advancement. It aims to elucidate how meaning emerges and evolves through repeated and varied performance by multiple participants over time, through mundane and iterative practices of everyday conversation. It focuses on how child and adult speakers in this context appropriat…
Dui bu dui as a pragmatic marker: Evidence From Chinese Classrom Discourse
From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean
As the objective of language teaching is shifting from producing so‐called “native‐like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing a mixed‐method approach with focus group interv…
The Language of Ambiguity: Practices in Chinese Heritage Language classes
This article explores communicative processes in Chinese involving Chinese American children in order to explain the notion of preference for ambiguity, a characteristic often invoked when describing the Chinese as a group. It also speculates on the impact this notion has on children's socialization. Preference for ambiguity can be defined as making ambiguous something that is otherwise clear-communicating ambiguously or conveying something that …
The symbiosis of choices and control: Toward a discourse-based account of can
Language use in peer review texts
Applying the functional approach to language developed by Halliday and Hasan, this study delineates the criterial and characteristic features of language used in 13 peer review letters from a graduate seminar by native speakers of English, with an average length of 300–350 words. Examining discourse goals, global text structure, obligatory and optional elements, sequence and co-occurrence of discourse elements, verb types, modalized directives, a…
Language use in peer review texts
Applying the functional approach to language developed by Halliday and Hasan, this study delineates the criterial and characteristic features of language used in 13 peer review letters from a graduate seminar by native speakers of English, with an average length of 300–350 words. Examining discourse goals, global text structure, obligatory and optional elements, sequence and co-occurrence of discourse elements, verb types, modalized directives, a…
Withholding academic advice: Institutional context and discourse practice
This article examines the interactive, reflexive organization of talk and its institutional contexts. Drawing on carefully transcribed audio and video data from academic counseling encounters at an American university, and using conversation analysis and ethnography as major analytical tools, it investigates how the practice of withholding certain information or opinion at an expected moment reconstructs the university institutional order. It det…
Co-Constructing Institutional Identities: The Case of Student Counselees
Stories As Academic Counseling Resources
This article explores narrative activities in academic counseling encounters. It shows that academic counselors actively initiate, solicit, narrate, and collaborate on stories so as to display knowledge and expertise, assess and articulate students' counseling problems, and problematize otherwise nonproblematic situations. It suggests that narrative discourse is a resource for shaping knowledge, role identities, and problemsolving activities spec…
Repetition in Discourse: Interdisciplinary Perspectives
"You know" as an information status enhancing device: Arguments from grammar and interaction
This article addresses the usage of "you know" in naturally occurring interactional data from a functional-linguistic and conversationanalytic perspective. We suggest that "you know" is more than a lexical choice made by the speaker to express his/her unilateral communicative desires. It is a locally occasioned, emergent resource that both the speaker and the hearer draw upon to jointly structure information and to structure interaction. Our stud…
Dramatic Discourse: Dialogue as Interaction in Plays
Introduction 1. The Ethnography of Speaking 2. Ethnomethodology and Conversation Analysis 3. Turn Sequencing 4. Pragmatics 5. Gender and Language
The symbiosis of choices and control: Toward a discourse-based account of can
Discourse Studies
The Language of Ambiguity: Practices in Chinese Heritage Language classes
This article explores communicative processes in Chinese involving Chinese American children in order to explain the notion of preference for ambiguity, a characteristic often invoked when describing the Chinese as a group. It also speculates on the impact this notion has on children's socialization. Preference for ambiguity can be defined as making ambiguous something that is otherwise clear-communicating ambiguously or conveying something that …
Dui bu dui as a pragmatic marker: Evidence From Chinese Classrom Discourse
Toward an Identity Theory of the Development of Chinese as a Heritage Language
This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis. It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity. Temporally, CHL development recontex…
The role of repair in modulating modal stances in Chinese discourse
This study explores the intersubjective and dynamic construction of modal meanings in Chinese discourse. Specifically, it examines the role conversational repair plays in ascertaining the entailments of modal meanings such as obligation, possibility and permissibility, specifying the range of modal strengths, and assigning an emergent and negotiated quality to these meanings. It argues that repair shapes and sharpens speakers’ modal stances, espe…
Heritage Language Learning and Socialization
Discursive roles and responsibilities: A study of interactions in Chinese immigrant households
This study examines features of communication in American households where Chinese is used as a heritage language against the backdrop of global migration and technological advancement. It aims to elucidate how meaning emerges and evolves through repeated and varied performance by multiple participants over time, through mundane and iterative practices of everyday conversation. It focuses on how child and adult speakers in this context appropriat…
Heritage Language Learning and Socialization
Identity construction in Chinese heritage language classes
From an interactionally enriched linguistic anthropological perspective, this article promotes the view that identity is indexical with specific sets of acts and stances, which in turn are constructed by specific language forms. Based on detailed sequential and grammatical analyses of data from Chinese heritage language classes, it argues that identity is dynamic, constantly unfolding along with interaction, and thus has the potential to shift an…
Narrative procecces and institutional activities: Recipient guided storytelling in academic counseling encounters
Preview this article: Narrative procecces and institutional activities: Recipient guided storytelling in academic counseling encounters, Page 1 of 1 /docserver/preview/fulltext/prag.6.2.01he-1.gif
From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean
As the objective of language teaching is shifting from producing so‐called “native‐like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing a mixed‐method approach with focus group interv…
Sociology (16 works) · Language, Discourse, Communication Strategies (15 works) · Linguistics (15 works) · Psychology (15 works) · Computer Science (10 works) · Discourse Analysis in Language Studies (9 works) · EFL/ESL Teaching and Learning (8 works) · Philosophy (8 works) · Pedagogy (7 works) · Social Psychology (7 works)