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SLRF 2016 Session Overview

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SLRF 2016 Session Overview SESSION OVERVIEW Thursday DAY 1 THURSDAY, SEPTEMBER 22, 2016 8:00 am – 1:00 pm Registration | Everett Lounge Pre-Conference Workshop 10:00 am - If a job’s worth doing, it’s worth doing twice: 11:30 am The science of L2 research replication Publisher Exhibit | Grace Dodge Hall 177 Graeme Porte | Grace Dodge Hall 179 11:30 am - 11:45 am Coffee Break | Grace Dodge Hall 177 11 Pre-Conference Workshop (cont’d) 11:45 am - If a job’s worth doing, it’s worth doing twice: 1:00 pm The science of L2 research replication Publisher Exhibit | Grace Dodge Hall 177 Graeme Porte | Grace Dodge Hall 179 Room Names and Abbreviations Grace Dodge Hall = GD or GDH | Horace Mann = HM | Thompson = TH | Zankel = ZB Friday DAY 2 FRIDAY, SEPTEMBER 23, 2016 7:30 am – 4:30 pm | Registration | Everett Lounge Friday, September 23, 2016 | 8:00 – 10:30 am | Concurrent Morning Sessions I HM 150 HM 138 HM 140 HM 142 HM 144 HM 146 Let’s get social: SCT What teachers correct in Differential effects of L2 selves, emotions and Exploring writing Providing video feedback to planning time, task and SFL as the EFL classroom: A structure, and gender on motivated behaviors approaches across teacher candidates: complementary preliminary report contexts in K-12 first Measurement of teacher 8:00 am - fluency, accuracy, theories for ISLA complexity, and lexical Somayeh Tahmouresi and second language candidates’ evolution of 8:30 am Hilal Ergül density in L2 writing & Yasser Teimouri classes teaching belief and SLA Organizer: Mahmoud Abdi Tabari specialized knowledge Loretta Fernandez & Ryan Nicklas Stephanie Schenck Shikun Li Presenters: Examining the The effects of task The long-term Responding to The impact of instructor’s Loretta Fernandez, effectiveness of instructor feedback in complexity on learners’ explanatory power of individual differences: NS/NNS identity in error Myriam Abdel- L1 use in peer interaction motivational constructs Differentiated recognition and corrective 8:40 am - integrated L2 reading- Malek, to-write tasks in the in instructed second Instruction strategy type feedback in L2 classrooms 12 9:10 am Ida Chavoshan, content domain Yumei Fan language learning at in the K-16 world & Sherri Korpella Hyun Jung Kim & Jinfen Xu increasing proficiency language classroom Chloe H. Lee & Ahyoung Alicia Kim Ellen J. Serafini Elizabeth Goulette & Angela George Corrective feedback, Effects of task Pathways to proficiency Individual differences in Teacher individual self-repair, and complexity on ESL early language learning: differences: A first look at repetition in video- students’ argumentative Megan C. Masters A study of young working memory, 9:20 am - conferencing oral writing learners of French corrective feedback, and 9:50 am interactions interaction in SCMC Maria Pia Gomez-Laich Louise Courtney Kátia Regina Monteiro Nicole Ziegler & George Smith Focused and unfocused Effects of planning time Actionable intelligence: Individual differences in French teachers’ written written feedback on the on discoursal features of A dynamic approach to children’s early English corrective feedback: How linguistic structures in task performance L2 development for acquisition in China: does it vary across teaching 10:00 am - the context of Russian U.S. service academy Internal and external experience and learners’ 10:30 am learning Noriko Iwashita cadets factors error types? & Claudia Vasquez Elena Doludenko Dustin Crowther He Sun Fatma Bouhlal & Zachary F. Miller & Ahlem Ammar Friday, September 23, 2016 | 8:00 – 10:30 am | Concurrent Morning Sessions II ZB 406 HM 148 HM 152 HM 424 HM 431 HM 432 Socio-cognitive The effect of Immediate retrospective Aptitude-treatment Developmental The effects of differences, instructional setting on report: A new way of interactions in feedback trajectories in L2 instruction on pragmatic identity and young learners’ use of operationalizing awareness processing: Individual writing strategy use: routines: Corpus- language their first language differences, cognitive Systematicity and searches by learners vs. 8:00 am - development: Xijia Zhang processes, and learning individuality corpus-based materials 8:30 am Advanced learners Maria Angeles Hidalgo under different instructional by teachers in a short-term conditions Miyuki Sasaki study abroad & Atsushi Mizumoto Kathleen Bardovi- program Rebecca Sachs, Harlig, Kimi Nakatsukasa, Sabrina Mossman, Organizer: & Yuka Akiyama & Yunwen Su Cristina Sanz Understanding the Validating a survey of Aptitude in instructed SLA Changes in the young language learner language use questionnaire for 8:40 am - complexity, accuracy, Presenters: classroom: Effects of L2 users immersed in the L1 9:10 am weekly instruction time Catherine Doughty, Medha and fluency of L2 Cristina Sanz, in an EFL setting Ricardo Augusto de Souza, Tare, Carrie Bonilla, Chinese writing during 13 Timothy Marcus Guilherme Pinto de Martyn Clark, Scott study abroad McCormick, Karen Glaser, Faria Valadares, Katharina Müller, Elizabeth do Nascimento, Jackson, Janire Zalbidea, Claire Mueller, & Juliane Venturelli Silva & Alison Tseng Yiran Xu Alexandra & Anne Schrader Lima Martín, Assessing the multiword Implementing quality control Relationships between Impromptu timed- Impact of the use of Jorge Méndez cognitive aptitude and knowledge of English measures for L2 pragmatics learning outcomes in reading writing and process- corpus-informed Seijas, learners and English research: An example of based timed-writing materials in an EFL Cristi and vocabulary learning in 9:20 am - proficient students in Chinese requests-making L3 exams: Comparing L2 course Killingsworth, U.S schools learners’ performance 9:50 am Ewa Golonka, Lara Brifonsky, Shuai Li & Jing Wang and perceptions Rodrigo A. Rodriguez- & Brandon Carrie Bonilla, Diane August Alia Lancaster, Fuentes Tullock & Laura Wright Medha Tare, Virginia David Martyn Clark, & Scott Jackson Intra-language: The study of Motivation, language contact L1 use in the L2 writing How useful are corpus what does not (necessarily) hours, and behavioral and classroom: What does linguistic tools for error 10:00 am - change in second language processing changes during research tell us? correction? Insights 10:30 am acquisition study abroad from learner data Shenika Harris Stefano Rastelli Mandy Faretta-Stutenberg Natalia Dolgova & Kara Morgan-Short Jacobsen Friday, September 23, 2016 | 8:00 – 10:30 am | Concurrent Morning Sessions III TH 136 HM 436 TH 323 A GDH 537 GDH 365 GDH 457 Interface between Developing critical The Impact of recasts on The relationship between Analyzing asymmetries in Effects of L2-L1 pairs second language literacy skills for greater the acquisition of lexical musical ear and phonetic the lexical encoding of L2 and context on the acquisition and understanding of English stress in a computer- coding ability phonemic length retrieval of word 8:00 am - assessment: texts in ISLA mediated environment meanings 8:30 am Validity Jihye Shin Chisato Kojima considerations in Jennifer Cope Özgür Parlak Nobuya Itagakai, measuring second & Nicole Ziegler Tomoyuki Watanabe, language speech & Wataru Suzuki 8:40 am - Topic prominence in Written corrective feedback L2 learners’ adaptation to Testing the critical period A comparative study of 9:10 am Organizer: typological in naturalistic synchronous teacher accent hypothesis in phonology two cognitive linguistic- Becky Huang interlanguage: and asynchronous CMC with speakers of non-Indo- based instructions of Development of Chinese Bethany Schwartz European languages phrasal verbs in an EFL Presenters: students’ English Farah S. Akbar context Luke Plonsky, Jenifer Larson-Hall & 14 Kazuya Saito, Lianrui Yang Tao Chih Wen Su Kyung Kim Becky Huang, & Shaopeng Li Katharina Kley, Lin Gu, Motivation to study Enhancing L2 integrated Bridge between syllabic Dialectal awareness: Meaning-focused practice & Ching-Ni abroad, length of stay, skills through technology- and moraic languages: Perception of variable tasks: Does the timing of Hsieh sociocultural adaptation, mediated TBLT: Learners’ Does gesture help intonation by L2 Spanish explicit information and L2 improvement of perceptions on a mobile- pronunciation learning? learners affect development? 9:20 am - international students assisted English learning 9:50 am task Takehiro Iizuka, Angela George Philippa Bell Yasser Teimouri, Kimi Nakatsukasa, Alexandra Martín , Tzu-Hua Bailey Chen Aaron Braver & Somayeh & Andrew Farley Tahmouresi Effects of study abroad: Feedback timing and the Input factors in L2 lexical Does teaching chunks and A comparison of high acquisition of Spanish tone learning fluency make a difference and low proficiency vocabulary in synchronous in adult migrants’ 10:00 am - Italian speakers computer-mediated Kate Riestenberg language learning? 10:30 am communication Meredith D’Arienzo Peter Lenz & YouJin Kim Carly Henderson- & Malgorzata Barras Contreras Friday, September 23, 2016 | 8:00 – 10:30 am | Concurrent Morning Sessions IV GDH 461 GDH 535 GDH 539 GDH 545 GDH 547 How relevant is SLA ERPs show processing Contributions of morphological The incremental processing of Semantic priming of research for the similarities of English subject- awareness and word semantic teaching of tense and verb agreement violations in transparency to word learning in linguistic and non-linguistic polysemous word senses in 8:00 am - aspect? native speakers and L1 Chinese L2 Chinese information in L2 English L1 and L2 speakers 8:30 am learners Llorenç Comajoan Tianxu Chen Hyunah Ahn Stephen Skalicky Colomé Andrew Armstrong,
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