SLRF 2016 Session Overview
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Second Language Acquisition: an Advanced Resource Book
September 20062006 Volume 10, Number 2 Top Second language acquisition: An advanced resource book Kees deBot, Wander Lowie & Marjolijn Verspoor Author: (2006) Publisher: New York: Routledge Pages ISBN Price Pp. xvi + 0-41-533870-0 $29.95 U.S. 303 Introduction DeBot, Lowie, and Verspoor have produced a well-written textbook/resource that covers important areas of second language acquisition (SLA). Although the title has the word "advanced" in it, this should not frighten any reader with an interest in how languages are learned and with questions such as whether form-focused instruction is beneficial to the learner. This text can profitably be read as a second book in the field, perhaps after starting with Bill VanPatten's excellent slim text From input to output: A teacher's guide to second language acquisition (2002) or Lightbrown and Spada's How languages are learned (2006). Second language acquisition: An advanced resource book is divided into three sections. Unit A covers the field of SLA research in a manner similar to other textbooks. The chapters in this unit are as follows: A1) Defining the field A2) Dynamic aspects of SLA A3) Historical perspectives A4) The multilingual mind A5) The developing system A6) Learners' characteristics A7) The role of instruction. Unit B extends all of these topics by providing hallmark SLA articles along with annotations, commentary, and follow-up and reflection questions. Unit C further TESL-EJ 10.2, Sept. 2006 deBot, Lowie & Verspoor / Kozel 1 explores the same topics and in the process encourages the reader to think about, reflect upon, and do their own research on such topics in SLA. -
Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
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Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors ............................................................................................................................................................................................................. -
Language Education & Assessment the Effect of Cohesive Features In
OPEN ACCESS Language Education & Assessment ISSN 2209-3591 https://journals.castledown-publishers.com/lea/ Language Education & Assessment, 2 (3), 110-134 (2019) https://doi.org/10.29140/lea.v2n3.152 The Effect of Cohesive Features in Integrated and Independent L2 Writing Quality and Text Classification RURIK TYWONIW a SCOTT CROSSLEY b a Georgia State University, USA b Georgia State University, USA EmAil: [email protected] EmAil: [email protected] Abstract Cohesion feAtures were cAlculAted for A corpus of 960 essAys by 480 test-tAkers from the Test of English As A Foreign LAnguage (TOEFL) in order to examine differences in the use of cohesion devices between integrated (source-based) writing And independent writing sAmples. Cohesion indices were meAsured using An AutomAted textual Analysis tool, the Tool for the AutomAtic Assessment of Cohesion (TAACO). A discriminant function Analysis correctly clAssified essAys As either integrated or independent in 92.3 per cent of cAses. Integrated writing wAs mArked by higher use of specific connectives And greAter lexicAl overlAp of content words between textual units, whereAs independent writing wAs mArked by greAter lexicAl overlAp of function words, especiAlly pronouns. Regression Analyses found that cohesive indices which distinguish tAsks predict writing quality judgments more strongly in independent writing. However, the strongest predictor of humAn judgments wAs the sAme for both tAsks: lexicAl overlAp of function words. The findings demonstrate that text cohesion is A multidimensional construct shaped by the writing tAsk, yet the meAsures of cohesion which Affect humAn judgments of writing quality Are not entirely different Across tAsks. These Analyses Allow us to better understAnd cohesive feAtures in writing tAsks And implicAtions for AutomAted writing Assessment. -
Usage Based Perspectives on Second Language Learning University of Jyväskylä, Finland, June 17–19, 2019
The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning University of Jyväskylä, Finland, June 17–19, 2019 Abstract Book Table of Contents Monday, June 17th 2019 Plenary Tim Greer The ecology of explaining................................... 6 Papers Yumi Matsumoto ”Material actions” in ESL classroom interactions: How students use materials and spaces for negotiating interactional power with teachers.......................... 7 Jirajittra Higgins A development of teaching modules to enhance students’ interactional competence in Thai university EFL classroom....................................... 8 Yuan-Yuan Meng Complex system phenomena in dyadic communication: A case study........ 9 Annekatrin Kaivapalu, Maisa Martin Complexity, accuracy, fluency: empirical attempts of definition 10 Feng-Ming Chi Creating dialogic conversations via Author’s Chair for EFL learners . 11 Tamás Péter Szabó Developing language aware pedagogy in the transition phase between kindergarten and school education: insights from the research of metalanguage .................... 12 Beatriz López-Medina, José Luis Estrada-Chichón Developing plurilingual competence in CLIL set- tings: a case study in Latvian secondary education............................. 13 Taina Tammelin-Laine Digital decade and teaching L2 Finnish literacy skills to non-literate immigrants 14 Keiko Imura Emergence of utterance schemas in young learners’ foreign language development: a longitudinal study of Japanese learners of English............................ -
Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity, Pages 1–11, Osaka, Japan, December 11-17 2016
CL4LC 2016 Computational Linguistics for Linguistic Complexity Proceedings of the Workshop December 11, 2016 Osaka, Japan Copyright of each paper stays with the respective authors (or their employers). ISBN 978-4-87974-709-9 ii Preface Welcome to the first edition of the “Computational Linguistics for Linguistic Complexity” workshop (CL4LC)! CL4LC aims at investigating “processing” aspects of linguistic complexity with the objective of promoting a common reflection on approaches for the detection, evaluation and modelling of linguistic complexity. What has motivated such a focus on linguistic complexity? Although the topic of linguistic complexity has attracted researchers for quite some time, this concept is still poorly defined and often used with different meanings. Linguistic complexity indeed is inherently a multidimensional concept that must be approached from various perspectives, ranging from natural language processing (NLP), second language acquisition (SLA), psycholinguistics and cognitive science, as well as contrastive linguistics. In 2015, a one-day workshop dedicated to the question of Measuring Linguistic Complexity was organized at the catholic University of Louvain (UCL) with the aim of identifying convergent approaches in diverse fields addressing linguistic complexity from their specific viewpoint. Not only did the workshop turn out to be a great success, but it strikingly pointed out that more in–depth thought is required in order to investigate how research on linguistic complexity and its processing aspects could actually benefit from the sharing of definitions, methodologies and techniques developed from different perspectives. CL4LC stems from these reflections and would like to go a step further towards a more multifaceted view of linguistic complexity. In particular, the workshop would like to investigate processing aspects of linguistic complexity both from a machine point of view and from the perspective of the human subject in order to pinpoint possible differences and commonalities. -
Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity
Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity Xiaobin Chen and Detmar Meurers LEAD Graduate School and Research Network Department of Linguistics Eberhard Karls Universitat¨ Tubingen,¨ Germany {xiaobin.chen,detmar.meurers}@uni-tuebingen.de Abstract and identify reading material individually chal- lenging learners, essentially instantiating the next This paper introduces an Intelligent Com- stage of acquisition as captured by Krashen’s con- puter Assisted Language Learning system cept of i+1 (Krashen, 1981) or relatedly, but em- designed to provide reading input for lan- phasizing the social perspective, Vygotsky’s Zone guage learners based on the syntactic com- of Proximal Development (ZPD; Vygotsky, 1976). plexity of their language production. The In terms of structure of the paper, we first locate system analyzes the linguistic complexity our approach in terms of the Complexity, Accu- of texts produced by the user and of texts racy, and Fluency (CAF) framework in SLA re- in a pedagogic target language corpus to search. Then we review approaches adopted by identify texts that are well-suited to foster earlier studies in developmental complexity re- acquisition. These texts provide develop- search, including problems they pose for a peda- mental benchmarks offering an individu- gogical approach aimed at offering developmental ally tailored language challenge, making benchmarks. We propose and justify a solution, ideas such as Krashen’s i+1 or Vygotsky’s before presenting the architecture and functional- Zone of Proximal Development concrete ity of the SyB system. and empirically explorable in terms of a broad range of complexity measures in all 2 Development of Syntactic Complexity dimensions of linguistic modeling. -
Text Readability and Intuitive Simplification: a Comparison of Readability Formulas
Reading in a Foreign Language April 2011, Volume 23, No. 1 ISSN 1539-0578 pp. 84–101 Text readability and intuitive simplification: A comparison of readability formulas Scott A. Crossley Georgia State University United States David B. Allen University of Tokyo Japan Danielle S. McNamara University of Memphis United States Abstract Texts are routinely simplified for language learners with authors relying on a variety of approaches and materials to assist them in making the texts more comprehensible. Readability measures are one such tool that authors can use when evaluating text comprehensibility. This study compares the Coh-Metrix Second Language (L2) Reading Index, a readability formula based on psycholinguistic and cognitive models of reading, to traditional readability formulas on a large corpus of texts intuitively simplified for language learners. The goal of this study is to determine which formula best classifies text level (advanced, intermediate, beginner) with the prediction that text classification relates to the formulas’ capacity to measure text comprehensibility. The results demonstrate that the Coh-Metrix L2 Reading Index performs significantly better than traditional readability formulas, suggesting that the variables used in this index are more closely aligned to the intuitive text processing employed by authors when simplifying texts. Keywords: readability, Coh-Metrix L2 Reading Index, simplification, psycholinguistics, cognitive science, computational linguistics, corpus linguistics When materials developers want to simplify texts to provide more comprehensible input to second language (L2) learners, they generally have two approaches: a structural or an intuitive approach (Allen, 2009). A structural approach depends on the use of structure and word lists that are predefined by level, as typically found in graded readers. -
Second Language Research Forum 2020
Second Language Research Forum 2020 C Colloquium P Paper Session L Plenary Speech S Poster Session W Work-in-Progress R Workshop OCTOBER 23 • FRIDAY S Pre-Poster Session Viewing (Access to SLRF Figshare Repository) PINNED This page provides access to Figshare, where all posters and supplementary materials are posted. We 12:00am – 11:59pm recommend attendees to preview the posters of interest before attending the live poster sessions with the presenters. The link to the database will be available October 15, 2020. 8:45am – 10:00am P Paper Session 1.C (Keywords: Morphology, Language processing, Language learning) Speakers: Jongbong Lee, Myeongeun Son, Alex Magnuson, Katherine Kerschen, Kevin McManus, Kelly Bayas, Yulia Khoruzhaya, Jingyuan Zhuang, Maria Kostromitina, Vedran Dronjic, Daniel Keller, Maren Greve, Tiana Covic, Tali Bitan, Mathieu Lecouvet [8:45 am - 9:00 am] Attention to Form and Meaning in Written Modality: Evidence from L2 Learners’ Eye Movements - Myeongeun Son & Jongbong Lee Motivated by a series of replication studies on simultaneous attention to form and meaning, this study revisits L2 learners’ online processing of text by using eye-tracking as an unobtrusive method to provide concurrent data. The L2 learners’ (a) responses to the comprehension questions and (b) reading behaviors reflected in eye movement data demonstrate that they attended to form and meaning simultaneously, consistent with previous studies. --- [9:00 am - 9:15 am] How Input Variability Affects the Learning of Case and Number Morphology - Vedran Dronjic, Daniel Keller, Maria Kostromitina, Maren Greve & Tiana Covic We trained English speakers to understand sentences featuring case (inessive, superessive) and number (singular, plural) inflection in three typologically distinct artificial languages. -
Validity of a Computational Linguistics-Derived Automated Health Literacy Measure Across Race/Ethnicity: Findings from the ECLIPPSE Project
Validity of a Computational Linguistics-Derived Automated Health Literacy Measure Across Race/Ethnicity: Findings from The ECLIPPSE Project Dean Schillinger, Renu Balyan, Scott Crossley, Danielle McNamara, Andrew Karter Journal of Health Care for the Poor and Underserved, Volume 32, Number 2, May 2021 Supplement, pp. 347-365 (Article) Published by Johns Hopkins University Press DOI: https://doi.org/10.1353/hpu.2021.0067 For additional information about this article https://muse.jhu.edu/article/789674 [ Access provided at 27 Sep 2021 09:00 GMT with no institutional affiliation ] ORIGINAL PAPER Validity of a Computational Linguistics- Derived Automated Health Literacy Measure Across Race/ Ethnicity: Findings from The ECLIPPSE Project Dean Schillinger, MD Renu Balyan, PhD Scott Crossley, PhD Danielle McNamara, PhD Andrew Karter, PhD Abstract: Limited health literacy (HL) partially mediates health disparities. Measurement constraints, including lack of validity assessment across racial/ ethnic groups and admin- istration challenges, have undermined the field and impeded scaling of HL interventions. We employed computational linguistics to develop an automated and novel HL measure, analyzing >300,000 messages sent by >9,000 diabetes patients via a patient portal to create a Literacy Profiles. We carried out stratified analyses among White/non- Hispanics, Black/ non- Hispanics, Hispanics, and Asian/ Pacific Islanders to determine if the Literacy Profile has comparable criterion and predictive validities. We discovered that criterion validity was consistently high across all groups (c- statistics 0.82– 0.89). We observed consistent relation- ships across racial/ ethnic groups between HL and outcomes, including communication, adherence, hypoglycemia, diabetes control, and ED utilization. While concerns have arisen regarding bias in AI, the automated Literacy Profile appears sufficiently valid across race/ ethnicity, enabling HL measurement at a scale that could improve clinical care and popu- lation health among diverse populations. -
Audrey Rousse Malpat and Marjolijn Verspoor
3.2. Case Study 2. Accelerative Integrated Method of foreign language teaching in Canada and the Netherlands Case study authors: Audrey Rousse Malpat and Marjolijn Verspoor Dr. Audrey Rousse-Malpat, assistant professor of Language Learning at the University of Groningen, the Netherlands, holds a PhD in Applied Linguistics (University of Groningen). Her PhD project focused on the effectiveness of different types of instruction (implicit vs. explicit) on the development of oral and written skills for L2 French. She is now working on several projects dealing with the implementation of innovative language curricula in universities, vocational education studies and junior high school in the Netherlands and in Germany. She specialises in L2 acquisition in poor-input environment settings and in dynamic usage-based inspired pedagogy. She is also the co-owner of Projectfrans.nl, a platform aimed at informing, training and supporting foreign language high school teachers in changing their practices according to a dynamic usage-based view of language learning. Marjolijn Verspoor is Professor of English Language and English as a Second Language at the University of Groningen, the Netherlands, and at the University of Pannonia, Hungary. Her main research interests are second language development from a dynamic usage-based perspective, and instructional approaches in foreign language teaching. Description of the teaching method and its context The accelerated integrated method (AIM), devised by Maxwell (2001), is intended to teach a foreign language38 (also referred in this case study as ‘L2’ or ‘target language’) authentically and playfully through scaffolding techniques, which use story-telling, gestures, active collaboration and repetition. So far it has been used to teach French, English, Spanish and Mandarin to young beginners from around 7 to 15 years old. -
Lourdes Ortega Curriculum Vitae
Lourdes Ortega Curriculum Vitae Updated: August 2019 Department of Linguistics 1437 37th Street NW Box 571051 Poulton Hall 250 Georgetown University Washington, DC 20057-1051 Department of Linguistics Fax (202) 687-6174 E-mail: [email protected] Webpage: https://sites.google.com/a/georgetown.edu/lourdes-ortega/ EDUCATION 2000 Ph.D. in Second Language Acquisition. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1995 M.A. in English as a Second Language. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1993 R.S.A. Dip., Diploma for Overseas Teachers of English. Cambridge University/UCLES, UK. 1987 Licenciatura in Spanish Philology. University of Cádiz, Spain. EMPLOYMENT since 2012 Professor, Georgetown University, Department of Linguistics. 2004-2012 Professor (2010-2012), Associate Professor (2006-2010), Assistant Professor (2004-2006), University of Hawai‘i at Mānoa, Department of Second Language Studies. 2002-2004 Assistant Professor (tenure-track), Northern Arizona University, Department of English. 2000-2002 Assistant Professor (tenure-track). Georgia State University, Department of Applied Linguistics and ESL. 1999-2000 Visiting Instructor of Applied Linguistics, Georgetown University, Department of Linguistics. 1994-1998 Research and Teaching Graduate Assistant, University of Hawai‘i at Mānoa, College of Languages, Linguistics, and Literature. 1987-1993 Instructor of Spanish, Instituto Cervantes of Athens, Greece. FELLOWSHIPS 2018: Distinguished Visiting Fellow at the Graduate Center, City University of New York, Advanced Research Collaborative (ARC). August through December, 2018. 2010: External Senior Research Fellow at the Freiburg Institute of Advanced Studies (FRIAS), University of Freiburg. One-semester residential fellowship at FRIAS to carry out project titled Pathways to multicompetence: Applying usage-based and constructionist theories to the study of interlanguage development.