Samantha Ford
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Conferences: 2020 Summer is up and about!

29/2/2020

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Update (29th March 2020): Due to the Coronavirus, non-essential events and travel have been restricted. The UK is currently on lockdown to prevent the spread of the pandemic. Therefore, conferences have been postponed or have gone virtual!
  • FTL5 - postponed to 29th to 31st October 2020
  • RaAM - virtual, click here for more information
  • Birmingham Statistics Summer School for Linguists - postponed until further notice
  • UKCLC - virtual, click here for more information
  • AELCO - going ahead
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With my recent work on the EMMA project and starting my PhD, there is a lot of new research to talk about! And Summer 2020 is going to be the time to gain some crucial feedback on my work so far. This Summer, I will be presenting at several international conferences in Bulgaria, Norway, and Spain, and in the UK. I will also be returning to assist in the running of the 3rd Statistics for Linguists Summer School at the University of Birmingham.

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Birmingham English Language Postgraduate (BELP) Conference

6/4/2018

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On Friday 6th April 2018, I attended and presented at the Birmingham English Language Postgraduate (BELP) conference. The conference theme was 20 Years in English Language and Linguistics: Critical Reflections and Future Directions with plenary speakers Professor Susan Hunston OBE and Professor Alice Deignan. In my presentation, Surf on 4-inch stilettos": Multimodal Metaphor and Metonymy in Mobile Phone Advertising, I talked about the 
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methodological challenges in identifying and classifying multimodal instances of metaphor and 
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metonymy in advertising.​​
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Read the presentation abstract here: ​
BELP Abstract
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Cognitive Approaches to Language in Education (CogLingEdBAAL)

23/1/2018

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Early on the morning of Thursday 18th January, I set off on the train, accompanied by my colleague, Greg Woodin, to attend a conference at the University of Glasgow on the Cognitive Approaches to Language in Education.  It was my first time that far north and I was looking forward to experiencing Scotland and meeting some of its linguistic researchers. The conference offered an insight into how language, specifically cognitive linguistic tools such as 
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metaphor, could be observed in the classroom through teacher and student discourse.

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The SymPol10 Experience

22/7/2017

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On Tuesday 11th July, I was very excited to travel to York to present my Bachelor's Language and New Media project at my first professional conference - SymPol10. ​
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Despite what the title suggests, I thought attending and presenting at an international conference would be far from Sim-ple.  Having spent many hours on my PowerPoint presentation, rehearsing the slides and the potential questions, as well as fundraising for the trip in advance, I had put in a lot time and effort in preparation for this event.  However, preparation for conferences, and indeed any kind of speaking in front of an audience, is 
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always a strength because it ensures you are familiar with the material and makes you less nervous (that's my theory, anyway).  Although the initial registration gathering was, at the time, a rather daunting prospect, I have to emphatically admit that the whole excursion was worth every ounce of anxiety and apprehension.

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The 10th International Symposium of Politeness (SymPol10)

15/7/2017

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How do likes and reactions operate as interpersonal politeness strategies when evaluating Facebook status updates posted in 2016?

​1. Introduction
Likes and reactions on Facebook can operate as extending narrative evaluation, its practices online, while communicating multiple different meanings (Page, Harper, & Frobenius, 2013; West & Trester, 2013; West, 2015).  However, there has been limited research that investigates the use of likes and reactions as potential politeness strategies in this online environment (cf. Tian et al., 2017).  Therefore, in this report I analyse the meanings attributed to likes and reactions by Facebook users and how they are actually employed when responding to 
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Samantha presenting at her first professional academic conference - SymPol10, July 2017
Facebook status updates, identifying when they operate as politeness strategies.  Three stages of data have been collected: a self-report survey, a sub-sample of status updates, and a contextual questionnaire for status update authors.  Likes and reactions were found to operate as interactional, interpersonal, and facework strategies on Facebook.  Likes and reactions are employed more for positive (than negative) evaluation, as a means to signal endorsement, and as a supportive minimal response that emulates offline positive feedback cues.  Likes are particularly used as a form of facework; to signal to the status author that their status has been 'heard', read, and acknowledged (West, 2015: 54).  Meanwhile, reactions such as love and haha can be used to maintain or display offline relationships.  The small selection of status updates analysed in this study provides an indication as to how likes and reactions are used as positive, supportive, politeness strategies when evaluating Facebook status updates in 2016. 

SymPol10 Abstract
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The ULAB17 Experience

22/4/2017

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On Saturday 8th April 2017, I began my morning of travel to Cambridge University to give my debut presentation at the Undergraduate Linguistics Association of Britain conference.  I had barely slept the night before with excitement and apprehension for the untold experiences I would gain taking part in this event.  I vividly remember it being an incredibly hot day.  But I was greeted with sun and smiles at the registration desk when I arrived at the venue
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Ready to present at ULAB17 conference
for the second day of the three-day conference.  

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Undergraduate Linguistics Association of Britain 2017 (ULAB17)

15/4/2017

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How do likes and reactions as interactional features on Facebook status updates posted in 2016 extend narrative evaluation?
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1. Introduction ​
While previous research has investigated Facebook likes, their role in evaluating online content, and expanding evaluative practices in an online environment, in 2016 reactions were newly-released on Facebook, and have not yet received much scholarly attention.  Therefore, in this study I analysed the meanings attributed to likes and reactions by Facebook users and how they were actually employed to respond to Facebook status updates.  I compared my results with previous studies to determine how far the ​use of likes and reactions have extended
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Debut presentation at ULAB17 conference, University of Cambridge
​evaluative practices of status updates on Facebook.  Three stages of data have been collected: a self-report survey, a sub-sample of status updates, and a contextual questionnaire for status update authors.  The results suggest that likes and reactions have afforded an increase in, and an extension to, evaluative practices on Facebook when compared with past studies.  Despite reactions being intended to clarify evaluations in a continuum of emotion, likes are still used considerably more than reactions in 2016.  It is argued that this could be due to numerous factors: likes' familiarity and integration in Facebook-user habits and competency compared to reactions; multiple meanings already attributed to likes before reactions were released; and the ease of practical and functional affordances of using likes as a "minimal effort response" over reactions.
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ULAB17 Abstract
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