SECOND LANGUAGE RESEARCH FORUM 2012 OCTOBER 18 - 21 HOSTED IN PITTSBURGH, PA BY: Carnegie Mellon University

SLRF 2012 | Building Bridges Between Disciplines

PROGRAM CONTENTS

Welcome Message...... 3 Schedule Overview...... 4 Sponsors...... 6 Organizing Committee...... 7 Reviewers...... 8 Student Travel Abstract Awards...... 10 Workshops...... 11 Plenary Speakers...... 14 Colloquia...... 18 Detailed Schedule...... 36 Poster Sessions...... 43 Paper Abstracts...... 46 Poster Abstracts...... 88 Call for Proceedings...... 105 Maps...... 109

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SLRF 2012 | Building Bridges Between Disciplines

WELCOME TO PITTSBURGH AND SLRF 2012

The SLRF 2012 Organizing Committee is pleased to welcome you to Pittsburgh for the 2012 Second Language Research Forum. Aside from its more widely recognized nickname of Steel City, Pittsburgh is also known as the City of Bridges. With three rivers and numerous hills and valleys, there are over 400 bridges within Pittsburgh city limits. We have used the prominence of these bridges to inspire the theme for SLRF 2012 – Building Bridges Between Disciplines: SLA in Many Contexts. SLA is, by nature, a highly-interdisciplinary field. We hope that this year’s SLRF will highlight the strengths of each individual discipline in which second language research is conducted, and will also provide a platform for open exchange between fields. To that end, the conference program includes second language research incorporating a wide variety of perspectives and methodologies. We hope that the diversity of presentation topics will encourage you to build bridges between your own area of second language research and others. We received a record number of submissions for SLRF 2012 and are expecting a record number of attendees. The program is very full, with three pre-conference workshops, four plenary talks, four invited colloquia, two refereed colloquia, 210 paper presentations, and 90 poster presentations. The pre-conference workshops represent a diverse range of SLA methods and approaches. Mark Davies (Brigham Young University) is conducting a workshop on practical, hands-on ways to use corpora for language teaching. Mariana Achugar, Barbara Johnstone, and John Oddo (Carnegie Mellon University) are conducting a workshop on using discourse analysis for second language research. Erik D. Reichle and Tessa Warren (University of Pittsburgh) are conducting a workshop about use of eye- tracking methods for studying L2 comprehension. We are very excited to have four plenary talks at SLRF 2012: Translation Ambiguity in Language Learning, Processing, and Representation (Natasha Tokowicz, University of Pittsburgh), Triangulating Theories, Methods, and Perspectives in SLA Research (Patricia A. Duff, University of British Columbia), Some Recent Research on Aptitude with Some Implications for Instructed SLA (Bill VanPatten, Michigan State University), and From Models to Methods: Linking L1 and L2 Acquisitional Theory (Brian MacWhinney, Carnegie Mellon University). These talks represent a variety of perspectives that exist in various disciplines of second language research. There are also four invited colloquia, chosen to cover a wide range of research programs and perspectives. These colloquia are: Second Language and Literacy Acquisition by Low-educated Adults organized by Martha Young- Scholten (Newcastle University), Functional and Formal Approaches to SLA organized by Alan Juffs and Yasuhiro Shirai (University of Pittsburgh), Developmental Perspectives on organized by Dudley Reynolds (Carnegie Mellon University in Qatar), and Reading in a Second Language: Processes and Challenges organized by Charles Perfetti (University of Pittsburgh) and Keiko Koda (Carnegie Mellon University). In addition, we have chosen two additional refereed colloquia: L2 Speech Perception in Richly Informative Environments organized by Luca Onnis (University of Hawai’I at Mānoa) and Exploring the Links between Executive Function, Second Language Acquisition and Bilingual Language Processing organized by Anat Prior (University of Haifa) to complement the themes of the invited colloquia. SLRF 2012 would not have been possible without the generous support of our many sponsors at both the University of Pittsburgh and Carnegie Mellon University, listed on page 6 of this program. We would also like to thank our faculty advisers, Dick Tucker, Brian MacWhinney, Dawn McCormick, and Charles Perfetti; as well as Liz Rangel, José David Herazo, Francis Troyan, Nancy Monda, Marc Siskin, Marta Ortega-Llebaria, Andrew Phillips, and the many undergraduate student volunteers from the University of Pittsburgh and Carnegie Mellon University, without whom this conference would not be successful. We are proud to offer such a wide selection of presentations at SLRF 2012. We encourage you to take advantage of this diversity and work to build bridges between your own specialties and those of others who share an interest in the desire to better understand second language learning, acquisition, instruction, and use.

SLRF 2012 Organizing Committee: Ryan T. Miller (Co-chair), Katherine I. Martin (Co-chair), Wenhao Diao, Chelsea M. Eddington, Ashlie Henery, Nausica Marcos Miguel, Alison Phillips, Alba Tuninetti, Eric Wallace, Dan Walter

3 SLRF 2012 | Building Bridges Between Disciplines SLRF 2012 Schedule Overview

Thursday, October 18 Registration 9:00 am – 8:30 pm (Wean Commons) Pre‐Conference Workshops: Using Corpora for Language Learning and Teaching Introduction to Discourse Analysis for Second 10:00 am – 3:30 pm Language Research The Use of Eye Movements to Study L2 Comprehension Welcoming Remarks 5:00 pm (McConomy Auditorium) Plenary Talk I: Natasha Tokowicz 5:15 – 6:30 pm (McConomy Auditorium) Welcome Reception 6:30 – 8:30 pm (Rangos Ballroom)

Friday, October 19 Registration 7:45 am – 6:00 pm (Wean Commons) Individual Paper Sessions 8:00 – 9:40 am Coffee Break 9:40 – 10:00 am (Hoch Commons) Colloquium I: L2 Speech Perception in Richly Informed Environments (Rangos 1) 10:00 am – 12:15 pm

Individual Paper Sessions Lunch 12:15 – 2:00 pm Poster Session I 1:30 – 3:05 pm (Rangos 1) Colloquium II: Second Language and Literacy Acquisition by Low‐educated Adults (Rangos 2)

Colloquium III: Functional and Formal Approaches 2:00 – 4:50 pm to SLA (McConomy Auditorium)

Individual Paper Sessions Coffee Break 4:50 – 5:10 pm (Hoch Commons) Plenary Talk II: Patricia Duff 5:10 – 6:30 pm (McConomy Auditorium) Banquet 7:15 pm – 9:30 pm (Rangos Ballroom)

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Saturday, October 20 Registration 7:45 am – 6:00 pm (Wean Commons) Individual Paper Sessions 8:00 – 10:50 am Colloquium IV: Exploring the Links between Executive Function, Second Language Acquisition, 8:35 ‐ 10:50 am and Bilingual Language Processing (McConomy Auditorium) Coffee Break 10:50 – 11:10 am Plenary Talk III: Bill VanPatten 11:10 am – 12:20 pm (McConomy Auditorium) Lunch 12:20 – 2:00 pm Poster Session II 1:30 – 3:05 pm (Rangos 1) Colloquium V: Developmental Perspectives on Second Language Writing (McConomy Auditorium) 2:00 – 4:50 pm

Individual Paper Sessions Coffee Break 4:50 – 5:10 pm (Hoch Commons) Plenary Talk IV: Brian MacWhinney 5:10 – 6:30 pm (McConomy Auditorium)

Sunday, October 21 Poster Session III 8:00 – 9:40 am (Rangos 1) Individual Paper Sessions 8:00 – 10:50 am Colloquium VI: Reading in a Second Language: Processes and Challenges 8:35 – 10:50 am (Rangos 2) Coffee Break 10:50 – 11:10 am (Hoch Commons) Individual Paper Sessions 11:10 am – 1:25 pm

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THANK YOU TO OUR SLRF 2012 SPONSORS

The SLRF 2012 Organizing Committee thanks the following sponsors for their generous support and assistance:

Platinum-Level Sponsors

Carnegie Mellon University in Qatar Carnegie Mellon University Department of Modern Languages Carnegie Mellon University Graduate Student Association Center for the Neural Basis of Cognition Kenneth P. Dietrich School of Arts and Science Faculty Research and Scholarship Program Learning Research and Development Center Pittsburgh Science of Learning Center University of Pittsburgh Department of University of Pittsburgh English Language Institute University of Pittsburgh Office of the Vice Provost for Research

Gold-Level Sponsors

Carnegie Mellon University Office for the Vice Provost of Education University of Pittsburgh Department of Psychology

Silver-Level Sponsors

Carnegie Mellon University Department of English Carnegie Mellon University Department of Psychology Carnegie Mellon University Human-Computer Interaction Institute University of Pittsburgh Department of Anthropology University of Pittsburgh Department of Computer Science University of Pittsburgh Department of East Asian Languages and Literatures University of Pittsburgh Department of French and Italian University of Pittsburgh Department of Instruction and Learning University of Pittsburgh European Union Center of Excellence

Catering Donations

Giant Eagle Starbucks

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ORGANIZING COMMITTEE

Katherine I. Martin (Co-Chair) is a fourth year graduate student in the Department of Linguistics at the University of Pittsburgh. Her research interests include the roles of orthographic, phonological, and morphological knowledge in L2 reading and the influence of cognitive individual differences on adult L2 learning.

Ryan T. Miller (Co-Chair) is a PhD candidate in the Second Language Acquisition program at Carnegie Mellon University. His research interests include the role of in L2 reading and vocabulary acquisition, and L2 reading assessment. He is also interested in L2 academic writing development.

Wenhao Diao (Committee Member) is a PhD candidate in SLA in the Department of Modern Languages at Carnegie Mellon University. Her research interests include language socialization, study abroad, and discourse analysis.

Chelsea M. Eddington (Committee Member) is a fourth year graduate student in the Department of Psychology at the University of Pittsburgh. Her interests include the study of second language learning and bilingualism. In particular, she is interested in the study of semantic ambiguity within a language and across languages.

Ashlie Henery (Committee Member) is a third year PhD student of Second Language Acquisition in the Carnegie Mellon University Modern Languages department. Her research interests include the role of social interaction in pragmatic development and the acquisition of French while studying abroad.

Nausica Marcos Miguel (Committee Member) is a PhD candidate in the Department of Linguistics at the University of Pittsburgh. Her area of specialty is second language acquisition, in particular of Spanish. Her research explores both theoretical issues and practical applications of L2 acquisition, especially regarding morphology, vocabulary, literacy, and instruction.

Alison Phillips (Committee Member) is a graduate student in the Department of Psychology at the University of Pittsburgh. She is interested in why adults differ in their ability to learn an L2, focusing on the role of individual differences in working memory capacity and in executive control in learning an L2.

Alba Tuninetti (Committee Member) is a fourth year graduate student in the Department of Psychology at the University of Pittsburgh. Her interests include second language acquisition and bilingualism, more specifically, non-native phonological perception and accent learning.

Eric Wallace (Committee Member) is a student in the Second Language Acquisition PhD program at Carnegie Mellon University. His research interests include L2 reading and L2 vocabulary acquisition, particularly in L2 English and L2 Japanese.

Daniel Walter (Committee Member) is a second year PhD student in the Department of Modern Languages at Carnegie Mellon University. His interests include second language syntax, second language grammatical gender, and German as a second language.

Brian MacWhinney (Faculty Adviser), Professor of Psychology at Carnegie Mellon University, has formulated a model of first and second language processing and learning called the . He has also developed open database systems and related programs for the study of child language, aphasia, and second language learning.

Dawn E. McCormick (Faculty Adviser) is an Associate Director of the English Language Institute and a lecturer in the Department of Linguistics at the University of Pittsburgh. Her interests include student self-correction, teacher questions, and teacher supervision.

Charles Perfetti (Faculty Adviser) is Distinguished University Professor of Psychology and Director of the Learning Research and Development Center at the University of Pittsburgh. He also is Co-Director of the NSF-funded Pittsburgh Science of Learning Center. His research program addresses the nature of reading skill, comparative studies of reading across writing systems, and second language learning.

Dick Tucker (Faculty Adviser) is the Paul Mellon University Professor of in the Department of Modern Languages at Carnegie Mellon University. He has published more than 200 books, articles, or reviews concerning diverse aspects of second language learning and teaching.

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THANK YOU TO OUR ABSTRACT REVIEWERS FOR SLRF 2012!

Mariana Achugar Viviana Cortes Carolin Fuchs Alan Juffs Carnegie Mellon University Georgia State University Teachers College, University of Pittsburgh Columbia University Neil Anderson Elena Cotos Sehoon Jung Brigham Young University Iowa State University Natalia Fullana Michigan State University University of Barcelona Wendy Baker Smemoe Kata Csizér Gabriele Kasper Brigham Young University Eötvös Loránd University Susan Gass University of Hawaii Michigan State University Michal Balass Catherine Davies Margarita Kaushanskaya Towson University University of Alabama Kimberly Geeslin University of Wisconsin Indiana University Joe Barcroft Mark Davies Anatoily Kharkhurin Washington University in Brigham Young University Roger Gilabert American University of Sharjah St. Louis University of Barcelona Colleen Davy Hae-Young Kim Kathleen Bardovi-Harlig Carnegie Mellon University Marta Gonzalez-Lloret Duke University Indiana University University of Hawaii Nel de Jong Youjin Kim Henrike Blumenfeld VU University Amsterdam Kira Gor Georgia State University San Diego State University University of Maryland Tamar Degani Celeste Kinginger Susan Bobb University of Haifa Gisela Granena Pennsylvania State University University of Göttingen University of Maryland Kenneth de Jong Keiko Koda Harriet Bowden Indiana University Maja Grgurovic Carnegie Mellon University University of Tennessee University of Illinois Robert DeKeyser at Chicago Angelika Kraemer Anita Bowles University of Maryland Michigan State University University of Maryland Pedro Guijarro-Fuentes Laurent Dekydtspotter University of Plymouth Folkert Kuiken Talia Bugel Indiana University University of Amsterdam Indiana Univ.-Purdue Univ. Gene Halleck Fort Wayne Dan Dewey Oklahoma State University Jim Lantolf Brigham Young University Pennsylvania State University Susanne Carroll Megumi Hamada University of Calgary Wenhao Diao Ball State University Diane Larsen-Freeman Carnegie Mellon University Derek Chan Ashlie Henery National University of Rick Donato Carnegie Mellon University Junkyu Lee Singapore University of Pittsburgh Hankuk University of Roberto Heredia Foreign Studies Li-Yun Chang Cathy Doughty Texas A&M International Univ. University of Pittsburgh University of Maryland Sun-Young Lee Jan Hulstijn Cyber Hankuk University Carol Chapelle Dan Douglas University of Amsterdam of Foreign Studies Iowa State University Iowa State University Shingo Ichikawa Heekyeong Lee Keil Christianson Chelsea Eddington Nagoya Gakuin University Monterey Institute of University of Illinois University of Pittsburgh International Studies Tania Ionin Harald Clahsen Soodeh Eghtesad University of Illinois Ronald Leow University of Potsdam University of Tehran Noriko Ishihara Andrew Cohen Irina Elgort Hosei University Shuai Li University of Minnesota Victoria University of Georgia State University Wellington Scott Jarvis Jeff Connor-Linton Ohio University Stephanie Lindemann Georgetown University Claudia Fernandez Georgia State University Knox College Xiangying Jiang Vivian Cook West Virginia University Yan Liu Newcastle University Debra Friedman Carnegie Mellon University Indiana University Nan Jiang University of Maryland

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THANK YOU TO OUR ABSTRACT REVIEWERS FOR SLRF 2012!

Adrienne Lo Luke Plonsky Sun-Young Shin Alison Trude University of Illinois Northern Arizona University Indiana University University of Illinois Shawn Loewen Yasuhiro Shirai Dick Tucker Michigan State University Michigan State University University of Pittsburgh Carnegie Mellon University Michael Long Nora Presson Rachel Shively Alba Tuninetti University of Maryland University of Pittsburgh Illinois State University University of Pittsburgh Nausica Marcos Miguel Anat Prior Roumyana Slabakova Maren Uggen University of Pittsburgh University of Haifa University of Iowa Kalamazoo College Numa Markee James E. Purpura Tammy Slater Rémi A. van Compernolle University of Illinois Teachers College, Iowa State University Carnegie Mellon University Columbia University Dawn E. McCormick Patti Spinner Camilla Vasquez University of Pittsburgh Leila Ranta Michigan State University University of South Florida University of Alberta Janet McDonald Rex Sprouse Karen Vatz Louisiana State University Jonathon Reinhardt Indiana University University of Maryland University of Arizona Elizabeth Miller Karsten Steinhauer Ineke Vedder University of North Carolina- Dudley Reynolds McGill University University of Amsterdam Charlotte Carnegie Mellon University in Qatar Gretchen Sunderman Mary Lou Vercellotti Immaculada Miralpeix Florida State University University of Pittsburgh University of Barcelona Peter Robinson Aoyama Gakuin University Ruslan Suvorov Elvis Wagner Silvina Montrul Iowa State University Temple University University of Illinois Guillermo Rodriguez University of Vermont Julie Sykes Eric Wallace Joan Mora University of New Mexico Carnegie Mellon University University of Barcelona Eleonora Rossi Pennsylvania State University Naoko Taguchi Tessa Warren Laura Morett Carnegie Mellon University University of Pittsburgh University of Pittsburgh Ute Römer Georgia State University Steven Talmy Sara Weigle Junko Mori University of British Columbia Georgia State University University of Wisconsin Nuria Sagarra Rutgers University Nozomi Tanaka Benjamin White Carmen Muñoz University of Hawaii Marshall University University of Barcelona Cristina Sanz Georgetown University Darren Tanner Lydia White Janet Nicol Pennsylvania State University McGill University University of Arizona Miyuki Sasaki Nagoya Gakuin University Amy Thompson Jessica Williams John Norris University of South Florida University of Illinois Georgetown University Shannon Sauro at Chicago University of Texas- Steven Thorne David Oakey San Antonio Portland State University Paula Winke Iowa State University Michigan State University Bonnie D. Schwartz Natasha Tokowicz University of Hawaii University of Pittsburgh Sachiko Yasuda Georgetown University Kyushu University Ana Schwartz Paul Toth William O’Grady University of Texas-El Paso Temple University Yucel Yilmaz University of Hawaii Indiana University Raquel Serrano Annie Tremblay Alison Phillips University of Barcelona University of Kansas Dina Rudolph Yoshimi University of Pittsburgh University of Hawaii Michael Sharwood Smith Pavel Trofimovich Rachel Pinnow Heriot-Watt University Concordia University Alla Zareva University of Missouri Old Dominion University

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STUDENT TRAVEL ABSTRACT AWARDS

We are pleased to announce the students who received the highest abstract ratings and who will receive a travel award in the amount of $250:

Elliot Collins (University of Washington): Neural dynamics of syntactic processing in intermediate and advanced second language learners: An electrophysiological study

Mark Conroy (University of New England): L2 structural priming of English passives and stranded prepositions

Melisa Dracos (The Pennsylvania State University): Working memory and training enhance morphological processing in beginning L2 learners

Stephen Fafulas (Indiana University): The acquisition of narrative sentence structure: An exploration of syntactic development in L2 Spanish

Jui Namjoshi (University of Illinois at Urbana-Champaign): Effects of continuing linguistic input on the use of segmentation cues

Kyae-Sung Park (University of Hawai’i at Mānoa): L1-English L2ers’ sensitivity to the Given-before-New Principle in Korean dative constructions

Tetyana Smotrova (The Pennsylvania State University): “Chin goes down; voice goes up”: Gesture in teaching L2 pronunciation

Megan Solon (Indiana University): The acquisition of future time expression by English-speaking learners of Spanish

Congratulations on your achievement!

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WORKSHOP I: USING CORPORA FOR LANGUAGE LEARNING AND TEACHING

Mark Davies Brigham Young University

In this workshop, we’ll look at practical, hands-on ways that corpora can be used for teaching language. We’ll look in particular at the Corpus of Contemporary American English (COCA; http://corpus.byu.edu/coca) as well as two learner-oriented sites – www.wordandphrase.info and www.academicwords.info – both of which are based on COCA data.

COCA and the other two related sites are completely free, and they are used by more than 80,000 teachers and learners each month, making them probably the most widely-used corpus-based tools for teaching and learning of English. The workshop will consider how these resources can allow users to do such things as:

• Find collocates (“nearby words”), which give learners insight into the actual meaning and usage of words. Also, quickly and easily compare the collocates of related words (e.g. small/little, rob/steal, etc) to “tease apart” the differences between words. • Compare genres (e.g. spoken and written, fiction and academic) to see whether particular words, phrases, and grammatical constructions are more appropriate in one type of English than another.

Via www.wordandphrase.info and www.academicwords.info:

• Browse frequency lists and get detailed information on words – all together on one page: overall frequency (and frequency by genre), definition, collocates, concordances, and synonyms, and WordNet – with extensive links to related words. This is much more than is available from dictionaries or thesauruses. • Enter entire texts and get frequency information on each word (as in the point above) and created customized wordlists based on that text. Also, highlight phrases in the text and see the frequency of related phrases in COCA, to help improve writing.

Mark Davies is professor of (Corpus) Linguistics at Brigham Young University in Provo, Utah. He has created several online corpora (http://corpus.byu.edu), which are used by more than 150,000 users each month – many of them teachers and learners. He is also the author of three frequency dictionaries from Routledge that are based on these corpora (English, Spanish, and Portuguese), as well as 60+ articles based on creating and using corpora. Finally, he and his colleagues at BYU have been using the corpora for several years as an integral part of their courses on English linguistics.

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WORKSHOP II: INTRODUCTION TO DISCOURSE ANALYSIS FOR SECOND LANGUAGE RESEARCH

Mariana Achugar, Barbara Johnstone, and John Oddo Carnegie Mellon University

This workshop focuses on discourse analysis using tools from Systemic Functional Linguistics to explore language use and language teaching. We will provide participants with an overview of functional view of language considering language use as a form of social practice. We will focus on three kinds of analyses that can be used to explore different meanings in texts (transitivity, appraisal and Theme/rheme). Participants will have hands-on experiences analyzing texts from classroom interaction, student’s writing and language textbooks. The goal of the workshop is to introduce participants to some of the ways in which discourse analysis can be used to enhance L2 research and practice.

Mariana Achugar is Associate Professor of Spanish and Second Language Acquisition in the Department of Modern Languages, Carnegie Mellon University. Her work investigates language, identity, and ideology from a critical discourse analytic perspective. In particular, her work attempts to make a contribution to the understanding of cultural reproduction and change focusing on the role language plays in socialization experiences in educational and non-educational contexts.

Barbara Johnstone is Professor of Linguistics and Rhetoric at Carnegie Mellon University and author of the widely used textbook Discourse Analysis (Blackwell, 2008). Her research combines methods of discourse analysis and variationist sociolinguistics in the study of language, place, and the individual.

John Oddo is an Assistant Professor in the Rhetoric program at Carnegie Mellon University, where he teaches courses in the history of rhetoric, rhetorical style, and intertexuality. His research interests include “call-to-arms” rhetoric, including war legitimation in political and media discourse. He is currently working on a book monograph that examines the news coverage surrounding Colin Powell’s 2003 U.N. address.

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WORKSHOP III: THE USE OF EYE MOVEMENTS TO STUDY L2 COMPREHENSION

Erik D. Reichle and Tessa Warren University of Pittsburgh

The measurement of eye movements provides an on-line, unobtrusive, and ecologically valid method to study the perceptual, cognitive, linguistic, and motoric processes involved in reading (for a review, see Rayner, 1998, 2009), and language comprehension more generally. This workshop will include:

1. An introduction to eye tracking in reading including: a. how eye-trackers measure and record eye movements; b. various standard dependent measures obtained from eye movements and their interpretation; c. various gaze-contingent paradigms (e.g., boundary technique) and how they are used to study reading; d. basic phenomena related to the interpretation of eye-movement data during reading (e.g., perceptual span, mechanics of oculomotor programming, etc.).

2. A brief survey and discussion of eye-tracking work related to L2 comprehension, and the strengths and limitations of this method for addressing particular L2 processing questions.

3. A group-work session during which groups will develop plans for eye-tracking experiments investigating L2 processing and get/provide feedback on them.

The goal of the workshop will be to provide enough background to understand the primary eye-movement research literature in the service of using the method to do L2 research.

Erik D. Reichle, PhD, is an Associate Professor of Psychology at the University of Pittsburgh. His research uses computational modeling and eye-movement experiments to understand how word identification, attention, and visual and oculomotor constraints jointly determine when and where our eyes move during reading.

Tessa Warren received her PhD from MIT and did a postdoctoral fellowship in Keith Rayner’s eye-tracking lab. Her work addresses adult language comprehension, with particular emphases on semantic processing and the relationship between higher-level language processing and eye movements in reading.

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PLENARY SPEAKER

Translation Ambiguity in Language Learning, Processing, and Representation

Natasha Tokowicz Department of Psychology University of Pittsburgh

This plenary describes a body of work exploring translation ambiguity, which occurs when a word in one language has more than one translation into another language. For example, the Spanish word “muñeca” translates to both “doll” and “wrist” in English. Our research demonstrates that such ambiguity leads to: (1) slower translation, (2) less accurate translation, and (3) less robust word learning. Furthermore, knowledge that a pair of words share a translation in a later-learned second language impacts the level of perceived relatedness between those words in a first language. For example, native English speakers who learn Spanish as a second language may consider the words “doll” and “wrist” to be more related than native English speakers who do not know Spanish. These findings will be discussed in terms of the ways that the relationship among word meanings across languages influences language learning, processing, and representation.

Natasha Tokowicz is currently Associate Professor of Psychology and Linguistics at the University of Pittsburgh. She received a B.A. in psychology with a minor in Spanish from the University of Massachusetts, Amherst, in 1995. She then earned Master’s (1997) and Doctoral degrees (2000) in cognitive psychology at Penn State University. She was a post-doctoral fellow at Carnegie Mellon University and at the University of Pittsburgh prior to beginning her faculty position. Her research focuses on the cognitive processes related to adult second language learning and use. One line of this research focuses on translation ambiguity, which occurs when a word has multiple translations across languages. Another line of this research focuses on second language morpho-syntactic processing in relation to the similarities and differences between the native language and the second language. She uses event-related brain potentials (ERPs) in addition to behavioral measures, such as reaction time and accuracy, to examine these issues.

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PLENARY SPEAKER

Triangulating Theories, Methods, and Perspectives in SLA Research

Patricia A. Duff Department of Language and Literacy Education University of British Columbia

Triangulation, a term commonly used in qualitative research in particular, refers to the integration of different kinds and sources of information in investigations of a particular phenomenon, typically as part of the process of validation or establishing credibility in a study. It can also be used to provide richer, more nuanced, and more holistic understandings of the phenomenon than a single approach would yield. In SLA, triangulation often involves the incorporation of various types of observations of linguistic behavior as well as perspectives from both participants and researchers regarding processes of language learning and use. But triangulation can go well beyond soliciting or sampling different types of data. Theoretical perspectives, insights from multiple researchers, and methods can be triangulated as well. In this presentation, I illustrate the principles and advantages of triangulation by describing a longitudinal, collaborative research project on Chinese language learning that involved theoretical, epistemological, and methodological triangulation to provide insights on the experiences, perspectives, and development of five anglophone longtime learners of Chinese as an additional language. The study examined linguistic, sociocultural, and meta-narrative aspects of Chinese language learning and the participants (Chinese learners) were also co-researchers and co-authors. I discuss some of the major findings in our study, the advantages of including multiple sources of information or approaches, and reflections on some of the challenges in doing so.

Patricia (Patsy) Duff is Professor of Language and Literacy Education at the University of British Columbia and Co- director of the Centre for Research in Chinese Language and Literacy Education. She coordinates and teaches in the graduate programs in Teaching English as a Second Language and Modern . An applied linguist, Patsy’s main scholarly interests are related to language socialization across bilingual and multilingual settings; qualitative research methods in applied linguistics (especially case study and ethnography and complementary approaches to classroom research); issues in the teaching and learning of English, Mandarin, and other international languages; the integration of second-language learners in high schools, universities, and society; and work; and sociocultural, sociolinguistic, and sociopolitical aspects of language(s) in education. She has published many articles, chapters, and books and given numerous invited lectures internationally on these topics.

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PLENARY SPEAKER

Some Recent Research on Aptitude with Some Implications for Instructed SLA

Bill VanPatten Department of Romance and Classical Languages Michigan State University

Aptitude in adult SLA is claimed to correlate with learning, although the strength of correlation varies considerably (e.g., Skehan, 2012). One of the most studied and used components of aptitude is grammatical sensitivity (as measured by the MLAT). Grammatical sensitivity is assumed to measure an individual’s ability to see relationships among words, which in turn presumably underlies “grammar learning.” In a variety of empirical studies on classroom learners, grammatical sensitivity is indeed shown to correlate with rule learning (e.g., de Graff, 1998; Robinson, 1995; see also Sawyer & Ranta, 2001). But what if language learning is not characterized as rule learning? What if learning is characterized as the interaction of input with internal mechanisms (e.g., Universal Grammar), mediated by processing? In the present talk, I report the results of four studies in Spanish, Russian, French, and German in which we examined learners experiencing processing instruction with canonical and non- canonical word orders as these intersected with the First-noun Strategy. We used two measures (trials to criterion and posttest results). Unlike other research, we found no correlations between grammatical sensitivity and the two measures for any language for any structures. I will discuss these results in terms of how both language and language acquisition are conceptualized more generally in the literature on instructed SLA.

Bill VanPatten is Professor of Spanish and Second Language Studies as well as Director of Romance Language Instruction at Michigan State University. He has published extensively in the fields of second language acquisition and second language instruction. His research interests include second language input processing/sentence processing, the relationship between syntax and morphology, and instructed SLA.

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PLENARY SPEAKER

From Models to Methods: Linking L1 and L2 Acquisitional Theory

Brian MacWhinney Department of Psychology Carnegie Mellon University

The Fundamental Difference Hypothesis holds that L2 acquisition is fundamentally different from L1 acquisition, possibly because of Critical Period effects. Emergentist accounts such as the Competition Model hold that language learning depends on general cognitive mechanisms that maintain through adulthood. But emergentist accounts have problems explaining why L2 learning is often incomplete. To account for these effects, the Competition Model emphasizes the role of five risk factors: entrenchment, parasitism, misconnection, negative transfer, and isolation. These arise from neurological, cognitive, and social configurations that change with development. Counterbalancing each of these risks are protective factors: resonance, internalization, reconfiguration, positive transfer, and participation. In order to achieve successful L2 acquisition, the learner must maximize use of each of these protective factors. This talk will present evidence in support of this analysis. I will also describe how these principles are guiding construction of a computerized tutorial system that engages learners in real-life embedded interactions in the L2 environment.

Brian MacWhinney is Professor of Psychology, Computational Linguistics, and Modern Languages at Carnegie Mellon University. He has developed a model of first and second language processing and acquisition based on competition between item-based patterns. In 1984, he and Catherine Snow co-founded the CHILDES (Child Language Data Exchange System) Project for the computational study of child language transcript data. He is now extending this system to six additional research areas in the form of the TalkBank Project. MacWhinney’s recent work includes studies of online learning of second language vocabulary and grammar, neural network modeling of lexical development, fMRI studies of children with focal brain lesions, and ERP studies of between-language competition. He is also exploring the role of grammatical constructions in the marking of perspective shifting and the construction of mental models in scientific reasoning.

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COLLOQUIUM I: L2 SPEECH PERCEPTION IN RICHLY INFORMATIVE ENVIRONMENTS (Refereed Colloquium)

Organized by Luca Onnis University of Hawai’i at Mānoa

Studies geared at improving the perception of non-native phonemic contrasts have focused on presenting speech tokens multiple times either in isolation (e.g. /l/ versus /r/) or in minimal pair words (e.g. /light/ versus /right/) (e.g., Akahane-Yamada et al., 2004). This approach emphasizes a single acoustic dimension and de-emphasizes if not eliminates altogether contextual cues that are potentially very informative. Because natural languages are extremely rich with cues signaling structural properties at many levels of analysis, it has been proposed that successful language learning and processing should capitalize extensively on the integration of such cues, with bottom-up and top-down processes influencing each other in multidirectional ways (McClelland, Mirman, & Holt, 2006; Onnis & Spivey, 2012). The four independent contributions in this colloquium all point to the benefits of a multiple-cue integration approach to learning difficult contrasts in a second language, highlighting the role of cues that are both acoustic and non-inherently acoustic, such as sublexical, lexical, and orthographic information to scaffold L2 perception. The authors also introduce methodologies that gradually move away from minimal pair training towards more naturalistic tasks where attention is not necessarily oriented towards categorization per se. As such these methods could be better tailored to classroom activities.

Luca Onnis directs the Center for Second Language Research, and the Second Language Acquisition and Bilingualism Lab (SLAB) at the University of Hawai’i. He explores basic learning mechanisms that make language acquisition possible, both in children and in adults. One strand of his research asks whether similar mechanisms underlie learning of different aspects of language across the lifespan. A related line of inquiry is to what degree these mechanisms are malleable and can be retrained in adults, and under what experiential conditions learning is enhanced. This is in line with recent evidence of cognitive reserve and experience-dependent brain plasticity.

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Learning foreign sounds in an alien world Lori L. Holt, Sung-joo Lim, and Ran Liu Carnegie Mellon University

Laboratory speech training studies demonstrate that adults maintain plasticity to support non-native phonetic category acquisition. However, most often these studies have involved explicit training with overt categorization responses and explicit response feedback, characteristics atypical of natural speech experience. We investigate non-native speech learning within an active videogame task that involves no overt speech categorization and no categorization-performance feedback. Paradoxically, directing listeners’ attention and action away from categorization appears to very efficiently influence adults’ non-native speech learning, even when sounds are embedded in continuous speech. With this approach it is possible to investigate simultaneous learning across multiple levels of statistical regularity without presuming the functional units across which regularities are computed. We will describe a series of experiments conducted within this task and describe implications for the nature of speech category acquisition, word segmentation, perceptual cue weighting, and retention of learning in non-native language learning among adults.

Second language phonemes can be retuned by lexical knowledge

Eva Reinisch1,2, Andrea Weber2, and Holger Mitterer2 1Carnegie Mellon University, 2Max Planck Institute for Psycholinguistics

Native listeners adapt to non-canonically produced speech by retuning phoneme boundaries by means of lexical knowledge. When hearing “giraffe” with the /f/ replaced by an ambiguous sound between /f/ and /s/ listeners later categorize more steps along an /f/-/s/ continuum as /f/. We asked whether a second language lexicon can also guide category retuning. Dutch and German listeners performed a Dutch lexical decision task including manipulated words like “giraffe”. The categorization of minimal pairs (graph-grass) was used as a test. Both, native and nonnative listeners showed boundary shifts of a similar magnitude. This suggests that, first, second language phoneme categories can be shifted in a controlled fashion and, second, lexical representations in a second language are specific enough to support lexically-guided retuning. Having shown this effect with phonemes that exist in the learners’ first and second language consequences for the perception of unfamiliar phonemes (English / th/) will be discussed.

Orthographic influences on second language phonological acquisition

Rachel Hayes-Harb1 and Catherine Showalter2 1University of Utah, 2Indiana University

Recent auditory word learning studies have provided evidence that second language learners (L2) make inferences about the phonological forms of new L2 words from simultaneously-presented orthographic forms. In fact, learners appear to make such inferences even when instructed to focus exclusively on the words’ auditory forms and when the orthographic and auditory information conflict. In addition, orthographic contrasts have been shown to improve memory for difficult-to-perceive auditory contrasts. Thus far, these studies have focused on cases where the orthographic forms are presented in a familiar orthography to learners (i.e., the native and second languages both use the Roman alphabet). We report experiments designed to investigate the extent of this orthographic effect—can L2 learners exploit even unfamiliar orthographic information to learn the phonological forms of new words? We have found that some types of unfamiliar orthographic information support memory for phonological forms, while others do not.

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Many ways to speech: Phonotactic and orthographic distributional regularities can aid categorical speech perception

Luca Onnis1 and Yoko Uchida1,2 1University of Hawai’i at Mānoa, 2Tokyo University of Marine Science and Technology

Perceiving speech contrasts in a foreign language can be hard. What cues available to learners could possibly assist this process? A corpus analysis of English revealed that the distribution of speech segments surrounding a difficult target contrast for Japanese speakers (/l/ versus /r/) and the equivalent distribution of letters in written words provide an extremely useful cue for correctly predicting the contexts in which L and R occur in English words. This predictive role of distributional regularities was then tested on Japanese learners and native speakers of English. Advanced Japanese learners of English had become sensitive to orthographic contexts and used them to predict an L or R in pseudowords never encountered before. Learners with better knowledge of orthotactics also had finer speech discrimination for the non-native /l/-/r/ contrast. We suggest novel training regimes that capitalize on the probabilistic distribution of segments and letters as additional non-acoustic cues.

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COLLOQUIUM II: SECOND LANGUAGE AND LITERACY ACQUISITION BY LOW-EDUCATED ADULTS (Invited Colloquium)

Organized by Martha Young-Scholten Newcastle University

This colloquium provides a snapshot of emerging findings from new interdisciplinary research which focuses exclusively on adult immigrants who face the dual challenge of acquiring linguistic competence in an L2 while developing literacy for the first time in their lives, in their L2. The various papers in the colloquium provide an opportunity to reconsider assumed relationships between the acquisition of linguistic competence and the development of literacy in SLA research. Speakers also explore from several perspectives the varied relationships between instructed and non-instructed SLA contexts, and in so doing, the provide an opportunity to reflect on the role of input, how it is defined and how its uptake relates to learners’ prior life/learning histories and opportunities for interaction with native and other non-native speakers.

Martha Young-Scholten teaches second language acquisition, second language phonology and second language literacy at Newcastle University in the UK. Her varied research has included investigation of the L2 acquisition of phonology and morphosyntax (with Anne Vainikka), native language attrition by bilinguals and first-time reading by low-educated immigrant adults. To address the research gap on the low-educated immigrant adult population she was in 2005 one of the founders of the Low-educated Second Language and Literacy Acquisition international forum which brings together seasoned and new researchers, practitioners and policy makers.

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Low-educated adult immigrants and why they are attracting research attention Martha Young-Scholten Newcastle University

Linguistic Competence: LESLLA learners and minimal trees

Anne Vainikka1 and Martha Young Scholten2 1Johns Hopkins University, 2Newcastle University

Over the last decade, those who work with low-educated second language and literacy acquisition (LESLLA) learners have captured learners’ competence by creating one or two levels below the A1 Basic User level of the Common European Framework of Reference. The CEFR’s can-do functions currently refer to linguistic competence in only general terms, and although the Basic Variety indeed encompasses the linguistic competence of such learners, it also includes A1-level learners. The sub-A1 grammar of the LESLLA learner is instead best described as a Minimal Tree/Bare VP. We discuss arguments for the existence of a Bare VP, from older studies of low-literate immigrant adults (Vainikka & Young-Scholten 1994) to more recent studies of educated immersion learners (Vainikka & Young-Scholten 2011) and literate immigrants through the use of eye-tracking (Kahoul, Vainikka & Young-Scholten to appear). We end with an example of the use of the idea of a Bare VP in the creation of fiction for sub-A1 immigrant adults learning to read for the first time.

The interpretation of inflectional suffixes by low-educated L2 Dutch learners Loes Oldenkamp Radboud University

Inflectional morphology is acquired smoothly and completely by children (e.g. Blom 2003), but remains a persistent problem in L2 acquisition (e.g. Haznedar & Schwartz 1997). What difficulties do low-educated immigrant adults have in perceiving/interpreting inflectional suffixes in Dutch? 132 Chinese, Moroccan and Turkish learners were given a picture selection task with items which differed in person/number 3rd person singular (z lo:pt ‘she walks’) vs. third person plural (z lo:p ‘they walk’) and singular (d bo:m ‘the tree’) vs. plural (d bo:m ‘the trees’). The data show that / / in suffixes was more difficult in verbs than in nouns and that L2 proficiency level and L1 were significant, with the Chinese speakers experiencing the most difficulties, due to greater divergence from Dutch in their L1 phonotactics and morphosyntax.

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Psycholinguistic Research:

Understanding the task of acquiring a first literacy in an additional language Howard Nicholas La Trobe University

To understand the literacy acquisition task and how it relates to different levels of command of both an L1 and any additional languages, a more differentiated view of both language-specific elements of literacy and potential pan- literacy dimensions is needed. I elaborate a model of literacy that considers findings from L1 (literacy) acquisition research and some of the specific differences between the task of acquiring literacy in an L1 and acquiring a first literacy in an additional language. I consider a differentiated view of writing systems, their relationship to one another as well as how a differentiated view of phonological awareness permits the location of both language- specific and pan-language dimensions in the acquisition of literacy. This view has consequences for the role of vocabulary and grammar in relation to L2 literacy acquisition.

Social Context; Pedagogical Research:

Shaping L2 and literacy acquisition: Teachers’ strategies for low literacy learners Alan Williams The University of Melbourne

The classroom is significant in shaping experiences that lead to additional language acquisition and literacy for learners with little or no L1 literacy. I report on an exploratory study of teaching strategies used by experienced teachers of low-literacy background primary, secondary and adult learners in Australia. The study investigated the teaching strategies utilized in teaching English, initial literacy in the second language, and other areas of learning. The ways the strategies used with these learners compared with the strategies used with learners of age-equivalent literacy in their L1 were also explored. Data from the study includes specific strategies used in the classroom, and teachers’ identification of the principles that guide them with low literacy learners.

An analysis of cultural dissonance: Emergent readers in high school Martha Bigelow, Nicole Pettitt*, and Kendall King University of Minnesota

This talk focuses on how emergent readers in a high school SL class engaged with texts and literacy learning in non-Western ways. Presenters will focus on the learning strategies (not) used in a high school newcomer class, and explore how these strategies can inform new and more culturally-relevant pedagogies. The Mutually Adaptive Learning Paradigm (MALP) (DeCapua & Marshall, 2011) informs this analysis and is juxtaposed by mainstream SLA research on individual differences. *Nicole Pettitt is now at Georgia State University.

Discussion and conclusion Martha Young-Scholten Newcastle University

Steps towards realizing the potential for expansion of research on low-educated immigrant adults.

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COLLOQUIUM III: FUNCTIONAL AND FORMAL APPROACHES TO SLA (Invited Colloquium)

Organized by Alan Juffs and Yasuhiro Shirai University of Pittsburgh

It is generally recognized that linguistic approaches to SLA draw on various theoretical frameworks. Often, these frameworks are seen as incompatible. In this colloquium, we seek to explore the ways in which these approaches can be brought together in providing explanations for acquisition that rely both on input and on existing linguistic knowledge, whether it is formal or functional. Adele Goldberg’s paper addresses the issue of preemption in acquisition of certain structures from the perspective of competition. Eve Zyzik’s paper compares the generative and functional perspectives on null subjects, showing that generative focus on interfaces indicates that these two models are in fact converging on similar explanations for production phenomena. Theres Grüter’s work seeks to extend research on aspect to the domain of performance in discourse processing, thus linking accounts of development and processing. Charles Yang’s paper makes the important point that UG and input-based approaches are not incompatible and makes suggestions for SLA research.

Juffs and Shirai will provide discussion of the papers.

Yasuhiro Shirai (Ph.D., UCLA) is Professor in the Department of Linguistics, University of Pittsburgh, and is currently Invited Scholar at the National Institute of Japanese Language and Linguistics and Invited Professor from Overseas at Sophia University, both in Tokyo. His research interests include first and second language acquisition of tense- aspect morphology, and cognitive models of language acquisition/processing. He was a Japan Foundation Fellow (2001–2002), is editor of Studies in Language Sciences, an associate editor of First Language, and serves on the editorial boards of Studies in Second Language Acquisition, IRAL, and Journal of Cognitive Science. He is currently President of the Japanese Society for Language Sciences. Prior to his current appointment, he was an associate professor of linguistics at Cornell University. He has also taught at the Chinese University of Hong Kong, Carnegie Mellon University, and Daito Bunka University.

Alan Juffs is currently Associate Professor in the Department of Linguistics, University of Pittsburgh. He is the Director of the English Language Institute at the University of Pittsburgh and co-editor of the Pitt Series in ESL textbooks published by the University of Michigan Press. He is currently President of the University and College Intensive English Programs Consortium (UCIEP), and committee chair of the English as a Second Language Committee of the Pittsburgh Science of Learning Center. His research interests include the semantics-syntax interface and second language sentence processing. He has published in a variety of scholarly journals, including Language Learning, Studies in Second Language Acquisition, Second Language Research, Language Teaching Research, Language Teaching, and the Transactions of the Philological Society. In addition to more theoretical aspects of SLA, he conducts classroom research in ESL vocabulary teaching, and materials development.

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Subject expression in L2 Spanish: Convergence of formal and functional perspectives? Eve Zyzik University of California, Santa Cruz

The extensive literature on subject expression in L2 Spanish makes for rich comparisons between generative (formal) and functional approaches to language acquisition. Early generative research focused on the syntactic properties associated with the null-subject parameter, including subject-verb inversion, null expletives, and that-t effects (cf. Liceras, 1989, Al-Kasey & Pérez-Leroux, 1998, among others). In contrast, functional research has traditionally been concerned with the distribution of various types of referential expressions in discourse (cf. Lubbers Quesada & Blackwell, 2009) and how pragmatic rules can clarify learners’ often-infelicitous use of overt subjects. This paper examines how formal and functional approaches are compatible, especially in light of the contemporary interest in interface phenomena (cf. Montrul, 2011) and the move towards functionally-driven explanations of L2 production data by some generative researchers (e.g., Montrul & Rodríguez Louro, 2006; Rothman, 2009).

Explain me this: How we learn what not to say Adele E. Goldberg Princeton University

Although many constraints are motivated by general semantic or syntactic facts, in certain cases, formulations are semantically sensible and syntactically well-formed, and yet noticeably dispreferred (e.g., ??She explained him the story; ??the afraid boy). Results from several experiments are reviewed that suggest that competition in context— statistical preemption--plays a key role in learning what not to say in these cases. I will also suggest a domain- general mechanism that may well underlie this process.

Input and Universal Grammar Charles Yang University of Pennsylvania

It is often assumed that input and Universal Grammar (UG) are mutually exclusive components in theories of language acquisition. However, this is not an accurate interpretation of the theoretical and empirical work in the UG tradition (Chomsky 1965, Wexler & Culicover 1980, Berwick 1985, Pinker 1999, Yang 2002). In this talk, we show that input effects are compatible with, and can be fruitfully incorporated into a UG based quantitative approach to acquisition (e.g., Yang 2004; Trends in Cognitive Science). Moreover, input effects can play an important role in differentiating competing accounts of the learner’s grammar system. Finally, we discuss the implications of these findings for second language acquisition research.

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Verbal aspect in SLA: Knowing it and using it is not the same Theres Grüter University of Hawaii at Mānoa

Verbal aspect has been of long-standing interest in SLA, with previous work focusing on how learners acquire formal restrictions on the combination of grammatical and lexical aspect. Yet aspect has repercussions in native- language processing that go far beyond form-meaning mappings: native speakers use aspect in its function as an indicator of event structure to guide their probabilistic expectations about discourse coherence and continuations (Kehler et al., 2008). Here we ask whether L2 learners who have mastered the relevant form-meaning mappings similarly draw on aspect in discourse processing. Results from Japanese- and Korean- speaking learners of English indicate a diminished effect of aspect in the non-native compared to the native-speaker group. We hypothesize that this is due to non-native speakers’ Reduced Ability to Generate Expectations during language processing, a hypothesis built on the premise that static knowledge (formal or functional) is not enough—the critical point is the dynamic deployment of this knowledge in the course of language processing.

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COLLOQUIUM IV: EXPLORING THE LINKS BETWEEN EXECUTIVE FUNCTION, SECOND LANGUAGE ACQUISITION, AND BILINGUAL LANGUAGE PROCESSING (Refereed Colloquium)

Organized by Anat Prior University of Haifa

Executive functions are a set of general purpose control mechanisms that regulate cognition and action (Miyake & Friedman, 2012). The construct of executive function includes three components: updating - the ability to constantly monitor and refresh the content of working memory, inhibitory control – overriding dominant responses and suppressing interference from distracters and shifting – flexibly switching between cognitive sets or tasks. Recent research suggests that bilinguals might enjoy enhanced executive function by virtue of utilizing these domain general mechanisms for managing competition between their two languages (Bialystok, 2010). Taking these findings as a point of departure, the colloquium has two interrelated goals: First, to characterize the role of executive functions in bilingual language processing and identify how executive functions allow for proficient performance. Second, to examine the contribution of executive functions to acquisition of a second or additional language, by monolinguals and bilinguals. Bringing together research addressing both these questions, with the joint focal point of executive functions, will allow for a broad examination of the issue and promote the emergence of common themes. The colloquium will also advance the general theoretical debate regarding the relative contributions of domain general skills and domain-specific linguistic abilities to bilingual language acquisition and processing.

Anat Prior is a faculty member at the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the Faculty of Education in the University of Haifa. Dr. Prior completed her PhD in neuropsychology at the Hebrew University in Jerusalem, and was a postdoctoral fellow at Carnegie Mellon University in Pittsburgh. Dr. Prior studies the dynamics of more than one language within the cognitive and neural systems of a single speaker. She also investigates the cognitive skills that contribute to successful second language learning in typically developing and learning disabled populations.

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The scope and time course of inhibitory processes in bilingual speech production Eleonora Rossi, Rhonda McClain, and Judith F. Kroll The Pennsylvania State University

When bilinguals speak even a single word in one language alone, there is evidence that words in both languages become active and compete for selection. A set of recent studies suggests that candidates in the native or stronger language may be inhibited to allow spoken production in the second or weaker language. However, neither the scope nor the time course of these inhibitory processes are well understood. We report new behavioral, ERP, and fMRI data from an extended blocked picture naming task in which the native language was named before or after naming in the second language. The results suggest that there is persistent and long lasting inhibition of the native language following naming in the second language that extends beyond particular words or semantic domains to the bilingual’s entire language. We consider the implications for modeling the consequences of language processing for domain-general enhancements in executive function.

Linking individual differences in cognitive control to bilingual language comprehension and production Debra Titone and Irina Pivneva McGill University

The exciting hypothesis that bilingualism confers advantages in cognitive control is largely based on comparisons of bilinguals and monolinguals, groups who may differ in many ways. Here, I highlight work from our laboratory investigating this link within bilinguals. In studies of sentence reading (Pivneva, Mercier & Titone, submitted), we show how cross-language activation (interlingual homograph interference and cognate facilitation) is modulated by several factors including semantic bias of a sentence, L2 history, and individual differences in cognitive control. In studies of language production, we show a similar pattern when bilinguals produce speech to describe a visual display in their L1 or L2 while eye movements are monitored (Pivneva & Titone, submitted), and when they produce extended spontaneous speech in a monologue or dialogue context (Pivneva, Palmer, & Titone, 2012). These data provide evidence for the presumed mechanism of bilingual advantages in cognitive control.

The effects of bilingualism on language switching and language-specific attention control in L1 Natalie Phillips Concordia University

Research suggests that being bilingual can shape general aspects of attentional control. One important mechanism of language is to direct attention to different semantic propositions in an utterance (e.g., “The cat was sitting ona chair,” “The chair had a cat sitting on it,” etc.; Talmy, 2000). This attention directing mechanism is driven by certain relational elements in the closed-class or grammatical system and, upon encountering these elements, the listener or reader must shift their focus of attention frequently and rapidly. Study One presents behavioural data (RT) that shows that switching between relational elements is more costly than switching between semantic elements (i.e., general task switching) in monolingual young adults; however, bilinguals showed reduced costs on these difficult relational elements in their L1, suggesting a benefit in language-specific attention. Study Two presents fMRI data from a modified version of this task, suggesting that language switching per se is associated with activation of specific frontal and subcortical areas.

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The role of executive function in novel word learning by bilingual and monolingual children Margarita Kaushanskaya, Megan Gross, and Milijana Buac University of Wisconsin-Madison

Previous studies documented bilingual advantages on word-learning tasks in adulthood. The goal of the present work was to examine whether bilingual advantages for word learning can be observed in childhood, and whether executive function skills may underlie these advantages. Monolingual and bilingual children ages 5-7 learned novel words in association with familiar and unfamiliar referents. Children’s executive function skills were tested using a non-linguistic card-sort task indexing shifting abilities. Results revealed that bilingual children outperformed monolingual children only when learning novel words for familiar referents. Moreover, stronger associations between word-learning performance and task-shifting performance were observed for bilingual than for monolingual children. Together, these findings indicate that the effects of bilingualism on learning in childhood may be constrained to situations that resemble native-language acquisition under mutual-exclusivity conditions, and that bilingual advantages on word-learning tasks may be rooted in bilinguals’ ability to rely on domain-general executive function mechanisms during linguistic learning.

The role of executive function in second language acquisition Anat Prior University of Haifa

In this talk I will describe a study examining the predictive role of individual differences in executive function for understanding variability in second language proficiency. The study included native Hebrew speaking undergraduates who differed in their proficiency in English, which they had been studying as a foreign language for 10 years. Using a regression approach we investigated the contribution of working memory, inhibitory control and shifting abilities to English proficiency after controlling for phonological and vocabulary abilities in both languages. We further examine the role of executive function components for predicting three different aspects of second language abilities: overall proficiency as derived from a college entry exam, reading comprehension, and performance on a grammaticality judgment task specifically relying on the ability to overcome interference from the native language. Results are discussed in light of recent findings linking executive function to bilingual language processing and bilingual life experience.

The contributions of executive functions for predicting adult second language acquisition to high proficiency levels Jared A. Linck, Meredith M. Hughes, Susan G. Campbell, Noah H. Silbert, Medha Tare, Scott R. Jackson, Benjamin K. Smith, Michael F. Bunting, and Catherine J. Doughty University of Maryland

Few adult second language (L2) learners develop high levels of proficiency. Although decades of research on beginning to intermediate stages of L2 learning has identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting ultimate attainment to very high levels of L2 proficiency. In this talk, we report on a study designed to examine potential predictors of successful learning to advanced proficiency levels. Predictors included measures of executive functions (updating, inhibition, and set switching) and other cognitive/perceptual processes, including implicit sequence learning, rote learning, long-term memory retrieval efficiency, and non-native phonemic discrimination. Participants were adults with varying degrees of success in L2 learning, including a critical group with high proficiency as indicated by standardized language proficiency tests and on-the-job language use. We discuss the role of executive functions throughout L2 learning and consider implications for theories of bilingual language control.

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COLLOQUIUM V: DEVELOPMENTAL PERSPECTIVES ON SECOND LANGUAGE WRITING (Invited Colloquium)

Organized by Dudley Reynolds Carnegie Mellon University in Qatar

The traditional focus of SLA studies has been describing and accounting for the developmental patterns associated with learning a second language. The field of second language writing, on the other hand, has been more focused on describing and accounting for the unique characteristics and needs of individuals performing in a second language. This colloquium attempts to build bridges between the two disciplines and consider the implications of each discipline’s “heartland” for the other. Questions to be addressed include:

• What are the implications of developmental perspectives on second language writing for curriculum development? • What can studies of second language writers reveal about advanced language development? • How does second language development impact second language writing performance? • What distinguishes a beginning second language writer from an advanced second language writer?

Dudley Reynolds is a Teaching Professor of English at Carnegie Mellon University in Qatar. His research focuses on second language writing teaching, development, and assessment. He is the author of One on One with Second Language Writers:: A Guide for Writing Tutors, Teachers, and Consultants (University of Michigan Press, 2009) and , Assessing Learning (University of Michigan Press, 2010). He is a former member of the TESOL International Association Board of Directors.

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College writing development from a Systemic Functional Linguistics perspective: Examining differences in the profiles of advanced language learners Silvia Pessoa Carnegie Mellon University in Qatar

Drawing on data from a 4-year longitudinal study of writing development at the college level of a cohort of 85 students, this paper presents the profiles of four advanced language learners, focusing on their literacy histories and writing development. Previous work on writing development at the college level has been either largely qualitative or primarily text-based (Christie, 2002; Colombi, 2002; Leki, 2007; Ortega & Byrnes, 2008; Sternglass, 1997). This study documents writing development using both qualitative methods in the form of surveys, interviews, and analysis of course materials, and text analysis of student writing using the tools of systemic functional linguistics (SFL) (Halliday, 1994). We rely on the tools of SFL because it provides tools for the analysis of writing development. For each student writer, texts written in three required courses and one course in their disciplines are analyzed in detail for indicators of writing development including lexical density, nominalizations, technicality, use of analytical and evaluative language, and students’ ability in meeting genre expectations. This analysis is complemented with a detailed account of the literacy history of these students prior to entering the university and in the first three years of their undergraduate studies. Putting these together, the presenter discusses how these experiences shaped these students’ literacy experiences, their challenges, and their writing development. The findings suggest that although students enter the university with different academic experiences, through socialization, practice, and hard work student writing develops and student profiles become more homogenous. Pedagogical implications are discussed.

Accounting for the lack of change in linguistic accuracy over time

Charlene Polio1 and Mark Shea2 1Michigan State University, 2Mount Holyoke College

This study uses a data set of 58 students writing at three points over a 15-week semester. Two prior studies using this data showed that while change was evident for some measures of linguistic complexity, no change over time was found for any of the nine measures of linguistic accuracy. Some measures of linguistic accuracy did, however, correlate with measures of writing quality. Taken together, these findings suggest that in the short-term, complexity but not accuracy changes over time and that accuracy may be associated more with writing quality than writing development. Here, we seek to examine more closely why there are no apparent group changes in accuracy by looking at a subset of writers that did and did not show change in accuracy. Specifically, we look to see if there were differences, or lack thereof, in complexity that may have caused increases or decreases in accuracy measures for specific writers.

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Evaluating development in EFL writing from multiple perspectives: Measuring the effects of study abroad Elisa Barquin University Pompeu Fabra

This paper considers changes in academic writing produced by 30 advanced EFL learners in Spain over 15 months and is part of a larger project focused on the linguistic benefits of study abroad. Over the course of the study, the learners had 6-months of EFL classes at their home university (the AH context) and spent 3-months abroad in English-speaking countries (the SA context). Argumentative essays produced before and after each learning context were analyzed from multiple perspectives, in order to evaluate writing development and linguistic development more generally. First we considered changes in the perceived quality of students’ writing—measured by trained raters using an analytic scale—which revealed that participants improved significantly during the SA context but not during the AH context. Next we analyzed changes in writing from an SLA perspective, looking at quantitative measures of complexity, accuracy, fluency (CAF), lexical richness, and cohesion, which have been associated with both writing quality and L2 competence in previous studies. In this paper we report on the changes that occur in each learning context and also consider relationships between qualitative and quantitative indices of writing development in our corpus.

Second language writing development: Implications for curriculum development Dudley Reynolds Carnegie Mellon University in Qatar

Leki, Cumming, and Silva (2008) argue that “little research and few models of L2 writing curricula have tried to relate curriculum content directly with L2 students’ writing achievement.” They attribute this in part to the probable impossibility of creating any generalizable model or theory for how L2 writing abilities develop. Nevertheless, it seems obvious that research on second language writing achievement and development within specific contexts should have implications for writing curricula. This paper begins with a content analysis of 3 curriculum standards documents for second language writers from distinct contexts (the Arizona Department of Education’s supplement to the U.S. Common Core Standards, Georgetown University’s undergraduate German curriculum, and the Canadian Language Benchmarks 2000 for adult ESL learners) with the goal of identifying motifs as well as issues that arise in operationalizing writing development for curriculum planning. The paper then considers the relevance of research such as that presented as part of this panel for informing curricular documents. Particular attention is paid to three issues: how development is measured/observed, rate of attainment/progress, and intra-group variability.

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COLLOQUIUM VI: READING IN A SECOND LANGUAGE: PROCESSES AND CHALLENGES (Invited Colloquium)

Organized by Charles Perfetti1 and Keiko Koda2 1University of Pittsburgh and 2Carnegie Mellon University

In literate societies, second language learning implies second language reading. This colloquium brings together 4 presentations from researchers who have studied the processes of learning to read in a second language and the challenges faced by learners.

The research represents work on multiple complexities inherent in second language reading from a cross-linguistic perspective.

Collectively, these studies illuminate the language-specific constraints on reading development, their impacts on second language reading processes and acquisition, and various other factors moderating the impacts.

Charles Perfetti is Distinguished University Professor of Psychology and Director of the Learning Research and Development Center at the University of Pittsburgh. He is also Co-Director of the NSF-funded Pittsburgh Science of Learning Center. His research program addresses the nature of reading skill, comparative studies of reading across writing systems, and second language learning.

Keiko Koda is Professor of Second Language Acquisition and Japanese in the Department of Modern Languages at Carnegie Mellon University. Her major research interests include second language reading, biliteracy development, and foreign language pedagogy. She has been a member of the editorial boards of a number of Applied Linguistic and Reading journals. She was also a member of the National Literacy Panel. She edited and co-edited special issues of Language Learning and Reading in a Foreign Language. Her publications include Insights into Second Language Reading (Cambridge University Press, 2005), Reading and Language Learning (Blackwell, 2007) and Learning to Read across Languages (Routledge, 2008).

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Issues in the development of literacy skills in children’s L2 Esther Geva University of Toronto

Much of my research on L2 reading development has been guided by general questions such as: Are models of reading based on monolingual readers applicable to L2 students? Is proficiency in the L2 essential for reading in L2? How do reading and language skills in the native language relate to L2 reading skills? Do language and orthographic typology matter in understanding L2 reading development? Is it possible to identify reading disabilities in L2 learners even when they are not fluent in the L2? I will address some of these fundamental questions and provide evidence based on research involving L2 learners conducted in my lab in Toronto.

Developing second language literacy in adult education settings Aydin Durgunoglu University of Minnesota Duluth

Most of the research on adult second language learning has been conducted with participants in high school and colleges. However, in the USA and around the world, quite a few individuals develop second language proficiencies outside of formal schooling, for example in adult education settings. These learners tend to have limited schooling in either of their languages. In this presentation, after summarizing the National Research Council’s recent report on adolescent and adult literacy, I will discuss findings from two different adult education contexts: Spanish- and Hmong-speakers developing English literacy in the USA and Arabic and Kurdish-speakers developing Turkish literacy in Turkey.

Variations in cross-linguistic facilitation in biliteracy development Keiko Koda Carnegie Mellon University

Second language readers are no longer in the minority. More than half the children worldwide learn to read for the first time in their second language. Because L2 reading involves two languages, models of monolingual reading cannot adequately explain how reading skills are acquired, refined and maintained by learners with prior language and literacy learning experiences. In this talk, I will discuss systematic variations in cross-linguistic facilitation stemming from previously acquired language skills and reading ability based on findings from a series of biliteracy studies involving five languages and seven writing systems.

34 SLRF 2012 | Building Bridges Between Disciplines

Second language literacy: Lessons from alphabetic learners of Chinese Charles Perfetti University of Pittsburgh

Spoken and written second language learning can be mutually supportive. However, when second language literacy crosses a major writing system boundary, literacy can be an additional obstacle for learners. I illustrate ways to address this problem in the case of Chinese, discussing research that combines classroom learning and cognitive neuroscience methods to study behavior and brain effects of instructional interventions. One conclusion from this work is that writing facilitates learning to read Chinese and strengthens the neural networks that support orthographic processes.

Neural networks in second language word reading processes Ludo Verhoeven, Barbara Wagensveld, Pienie Zwitserlood, Peter Hagoort, and Atsuko Takashima Behavioural Science Institute, Radboud University Nijmegen

The focus of this study was on the brain activity involved in second language (L2) word reading processes. Dutch university students studying Greek were trained to read aloud unfamiliar disyllabic letter strings written in Greek alphabet and pronounceable in Dutch over multiple sessions. There were three conditions: (i) “Trained” (letter strings that were extensively trained), (ii) “Recombined” (letter strings of which the disyllables were recombination of the syllables in the trained condition), and (iii) “Novel” (novel pronounceable letter strings). Brain activity was measured on three different time points (day 1, 5, and 28) with multiple extensive training sessions in between using fMRI technique while they were instructed to overtly read the print on the screen. The data show that subjects were able to map L2 grapheme-to-phoneme conversion quite rapidly and that they benefited from repeated training. The results suggest that the subjects were not only coding the word in L2 as a whole but they also read recombined L2 word representations faster and more accurate than novel L2 word representations. Two distinct brain activity networks emerged: First, the assembled phonology network which was dominant during the initial phase of the trained words on day 1 and for the novel words throughout the experiment. Second, the addressed phonology network which increased in activity with repetition over the course of day 1, and also kept increasing in activity over a month of repeated practice.

35 THURSDAY, October18 Modern Language Resource Center (225 Porter Hall) Wright McKenna/Peter

10:00‐3:30 Workshop I: Using Corpora for Language Learning and Workshop II: Introduction to Discourse Analysis for Workshop III: The Use of Eye Movements to Study L2 Teaching Second Language Research Comprehension Mark Davies Mariana Achugar, Barbara Johnstone, and John Oddo Erik D. Reichle and Tessa Warren Welcoming Remarks 5:00‐5:15

McConomy Auditorium Plenary I: Natasha Tokowicz 5:15‐6:30

McConomy Auditorium Welcome Reception 6:30‐8:30 Rangos Ballroom

FRIDAY, October 19 McKenna/ Room: Rangos 1 Rangos 2 Rangos 3 Dowd Wright McConomy Connan Danforth Peter “Development of time‐ “Understanding the Tip “The acquisition of “Charting L1 vocabulary “The construction of “The role of vocabulary “Rethinking language “The acquisition of the course of lexical of the Tongue future time expression growth with the voice by writer and in the second‐language anxiety from an ba construction by information retrieval in phenomenon: Evidence by English‐speaking vocabulary size test: reader in college development of mood ideological English‐speaking L2 Spanish: Evidence from Korean‐English learners of Spanish” Rasch‐based validation writing: A case study of use in Spanish” Aarnes perspective: The case learners of Chinese” from eye‐tracking” bilinguals” JiHye Park Matthew Kanwit and for L2 interpretation” two L2 writers” Soomin Gudmestad of a designer student Hongying Xu 8:00‐8:30 Robert Sauveur and Usha Lakshmanan Megan Solon George Harrison Jwa immigrant” Peter De Chair: Bret Linford Costa Chair: Jing Xia Chair: Jens Schmidke Chair: Svetlana V. Cook Chair: Charles Nagle Chair: Payman Vafaee Chair: TBD Chair: Erica Zimmerman “The plurals‐in‐ “Formulaic language and “Individual patterns of “Self‐assessment in the “Do language learners “The acquisition of the “L2 motivational self “Shallow processing of compounds effect in L2 data‐driven learning: A verb selection: The case L2 classroom: Validation know what they know? indicative‐subjunctive system and strategic referential dependencies English: New evidence direct application of of future‐time results of a triangulated Measuring contrast in L2 French pragmatics learning” in heritage Russian” from visual world eye‐ corpora in the EFL expression in second‐ assessment system” metacognitive from a generative Naoko Taguchi Tania Ivanova‐Sullivan tracking” Sabrina Gerth, curriculum” Joe Geluso language Spanish” Megan C. Masters, knowledge in L2 writing” perspective” Dalila 8:35‐9:05 Vera Heyer, and Harald Kimberly Geeslin and Steven J. Ross, Martyn Soo Hyon Kim Ayoun Chair: Erica Chair: Kyae‐Sung Park Clahsen Chair: Svetlana V. Cook Aarnes Gudmestad K. Clark, Margaret E. Zimmerman Malone, and Anne Chair: Akira Murakami Chair: Bret Linford Chair: Aline Godfroid Chair: Charles Nagle Donovan

Chair: Payman Vafaee “Processing ditransitive “Testing the threshold “Delayed transfer “Validating conversation “Nature of student “The online processing “Motivation, agency, “Mechanisms of constructions in L2 hypothesis in an abroad effects in processing L2 analysis (CA)‐informed interactions in peer of the Spanish and academic identity anaphora resolution in Japanese: Evidence from context: Data on L2 tense” Nuria Sagarra rating criteria for review and co‐writing” subjunctive by L2 in second language Italian L1 and L1 attrited eye movements” Sanako fluency and cognition” and Nick Ellis assessing L2 pragmatics Jun Tian and Hossein learners of Spanish” writing: A sociocultural varieties” Manuela Pinto Mitsugi and Brian Lorenzo García‐Amaya in interaction” Soo Jung Nassaji Alvaro Villegas, Josep perspective” Gaye 9:10‐9:40 MacWhinney Chair: Christine Shea Youn Demestre Viladevall, Wall and Anne Feryok Chair: Anna Mikhaylova Chair: Caitlin Ting Chair: Akira Murakami Rosa Sánchez‐Casas Chair: Aline Godfroid Chair: James Lee Padilla, and Paola E. Chair: Jonathon Dussias Mercer

Chair: Gregory Keating

9:40‐10:00 Coffee Break

“The order of explicit information in processing instruction” Erin McNulty Chair: Hae‐In Park “Conversations about culture: Co‐constructing Korean and Japanese cultural products, practices, and perspectives in Japanese” Erica Zimmerman Chair: Hae‐In Park

Amir Sadeghi, John Everatt, and Brigid McNeill Chair: Nikolay Slavkov Support for learning” bilingual speakers: “Text processing by Persian‐English “Implicit and explicit instruction in child L2 learning” Karen Lichtman Chair: Nikolay Slavkov “The effect of practice and level of proficiency on L2 self‐ repair behavior” Leif French, Daphnée Simard, and Michael Zuniga Chair: JiHye Park “Cultivating language awareness among pre‐ school foreign language learners” Erin Kearney and So‐ Yeon Ahn Chair: JiHye Park McConomy Connan Danforth

Peter

McKenna/ “Aspectual production in L2 Russian written and spoken narratives: Reanalyzing the Aspect Hypothesis” Wendy Martelle Chair: Tania Ivanova‐ Sullivan “(Why) is the imperfective difficult to acquire? Insights from L2 Russian” Anna Mikhaylova Chair: Tania Ivanova‐ Sullivan “Influence of interlocutor on Spanish L2 performance” Abby Bajuniemi Chair: Robert Sauveur “The online processing of progressive aspect morphology in L2 English” Hyun‐Jin Kim Chair: Robert Sauveur

Lunch Korean dative constructions” Kyae‐ Sung Park and Bonnie D. Schwartz Chair: Sanako Mitsugi “L1 & L2 word order processing in Russian” the directional interpretation of PPs in L2 English by Japanese speakers” Atsuko Yotsuya, Masanao Asano, Kazuki Endo, Eri Iwagami, Sayaka Koyama, Shuhei Munakata, Minami Ono, Kazunori Suzuki, Mayumi Shibuya, Kazue Takeda, and Makiko “L1‐English L2ers’ sensitivity to the Given‐ before‐New Principle in Tatiana Luchkina Chair: Junkyu Lee “Strong resultatives and Hirakawa Chair: Sanako Mitsugi “Direct object marking and word order processing in Spanish: An unclear connection” Jason Killam Chair: Junkyu Lee

interpretation of null subjects in embedded Mandarin Chinese sentences” Jing Xia Chair: Manuela Pinto language learners’ “Effects of post‐lexical rules and tasks in L1 Korean speakers’ production of English stop‐nasal clusters” James Lee, Seunghun Lee, and Junkyu Lee “Online processing of subject pronouns in heritage bilingual Spanish” Gregory Keating, Bill VanPatten, and Jill Jegerski Chair: Kimberly Geeslin “A processing investigation of second‐ Chair: Kimberly Geeslin “Individual differences and subject pronoun variation in L2 Spanish” Bret Linford Chair: Manuela Pinto

“How statistically literate are we? Examining SLA professors’ and graduate students’ statistical knowledge and training” Jens Schmidtke, Le Anne Spino, and Betsy Lavolette Chair: Anastasia Mozgalina for change?” Scott Sterling, Dominik Wolff, and MostafaPapi Chair: Naoko Taguchi “How big is big? Reporting and interpreting effect sizes in L2 research” Luke Plonsky Chair: Naoko Taguchi “Students’ and professors’ views of statistics in SLA – A call “Investigating variability judgments, and analytic in tasks, rater scoring of a speaking placement test” Payman Vafaee Chair: Anastasia Mozgalina

“Quierro comprar una guitara: Lexical encoding of /rr/ vs. /r/ by L2 learners of Spanish” Danielle Daidone and Isabelle Darcy Chair: Matthew Kanwit “Learners’ proficiency and lexical encoding of the geminate / non‐ “Phonological processing and “How fine‐grained are phonological representations of lexical entries in L2 mental lexicon?” Svetlana V. Cook and Kira Gor Chair: Marie Josee Bisson geminate contrast in Japanese” Chisato Kojima and Isabelle Darcy Chair: Marie Josee Bisson awareness in Spanish as a second language: The case of Spanish diphthongs” Charles Nagle Chair: Matthew Kanwit Rangos 1 Rangos 2 Rangos 3 Dowd Wright Colloquium I: “L2 speech perception in richly informed environments” Luca Onnis

Room: 12:15‐2:00 10:00‐10:30 10:35‐11:05 11:10‐11:40 11:45‐12:15

36 McKenna/ Room: Rangos 1 Rangos 2 Rangos 3 Dowd Wright McConomy Connan Danforth Peter Poster Session I Colloquium II: “Revisiting and “Cognitive profiles in “The role of explicit “Examining form ‐ “Colloquium III: “Methodological extending Goo (2010): high‐ability language‐ language aptitude on meaning connections of issues in the study of (1:30 – 3:05) “Second Working memory and minority children” Eliane the relative effects of L2 vocabulary within a Functional and priming effects in a reactivity” Johnathan Segers, Lianne explicit, implicit, and fast priming paradigm” corpus of spoken L2 language and Mercer Hoogeveen, Indira Day , mixed feedback” Yucel Junkyu Lee and Jennifer formal French” Anita Thomas 2:00‐2:30 literacy and Ludo Verhoeven Yilmaz and Gisela Behney approaches to Chair: Scott Sterling Granena Chair: Chisato Kojima acquisition by Chair: Gaye Wall Chair: George Harrison SLA” low‐educated Chair: Erin McNulty Alan Juffs and adults” Yasuhiro Shirai Martha Young‐ “Working memory and “More choice or less “The timing of “Fast incidental “L2 structural priming “Childhood bilingualism: nativelikeness in the choice? Influence of corrective feedback and acquisition of foreign of English passives and A case of language Scholten processing of focus autonomy on task L2 learning” Younghee language vocabulary stranded prepositions” attrition and recovery” structure” Robert motivation and task Sheen through brief multi‐ Mark A. Conroy Nikolay Slavkov Reichle, Annie Tremblay , engagement” Anastasia modal exposure” Marie ‐ 2:35‐3:05 and Caitlin Coughlin Mozgalina Chair: Erin McNulty Josee Bisson, Walter J . Chair: Chisato Kojima Chair: Karen Lichtman B. van Heuven, Kathy Chair: Scott Sterling Chair: Gaye Wall Conklin, and Richard J. Tunney

Chair: George Harrison “Bilingualism effects on “L2 Korean evidentiality “The comparative “Attention and “Orthographic transfer “Acquisition of L2 English sentence recall: strategies of Japanese effects of practice vs. awareness may not be in highly proficient generics by Japanese Evidence for shared and English speakers exposure” Hae In Park the same in SLA” Aline second language child returnees and argument structures expressing psychological Godfroid learners: Evidence Japanese adult among bilinguals” state of mind” Yun ‐Hee Chair: Atsuko Yotsuya from priming” Hui‐wen speakers” Neal Snape, 3:10‐3:40 Ricardo de Souza and Rhoades‐Ko Chair: Sabrina Gerth Cheng and Catherine Makiko Hirakawa, Eva Fernández Caldwell‐Harris Hironobu Hosoi, John Chair: Yucel Yilmaz Matthews, and Yahiro Chair: Younghee Sheen Chair: Soo Hyon Kim Hirakawa

Chair: Karen Lichtman “L1 influence on L2 “Neural dynamics of “Reverse psychological “The acquisition of “Contribution of “Orthography “Outcomes of Spanish ‐ English article syntactic processing in predicates in heritage narrative sentence morphological modulates lexical Catalan early development: A intermediate and speaker Spanish: structure: An awareness to lexical recognition in a bilingualism: Two L1s, longitudinal learner advanced second Evidence in support of exploration of syntactic inferencing, vocabulary second language” incomplete acquisition , 3:45‐4:15 corpus study” Akira language learners: An invariable gusta” Diego development in L2 knowledge, and reading Christine Shea or acquisition of Murakami electrophysiological Pascual y Cabo Spanish” Stephen comprehension” Ryan different contact study” Elliot Collins and Fafulas and Kimberly Miller Chair: Soo Hyon Kim varieties?” Silvia Chair: Danielle Diadone Geoff Valentine Chair: Yucel Yilmaz Geeslin Perpiñán Chair: Hyun‐Jin Kim Chair: Younghee Sheen Chair: Jason Killam Chair: Eliane Segers “Articles in L2 English: “Inhibition in linguistic “L2 acquisition of psych “Promoting L2 Chinese “Morphological “Whale and shark or “Use of light verb 'hay' in Can instruction improve and cognitive contexts adjectives in English by development with awareness and lexical whale and apron: intrasentential code‐ learners’ perception of as a function of second Japanese and Span ish intelligent computer ‐ inferencing ability in Teaching foreign switching by Korean ‐ 4:20‐4:50 articles?” Noriaki Yusa language proficiency” speakers” Makiko assisted language Chinese as a foreign language vocabulary in English bilingual and Neal Snape Caitlin Ting and Janet Hirakawa and Kazunori learning” Haiyang Ai and language” Yan Liu semantic groups” Kate children” Sunny Park ‐ van Hell Suzuki Xiaofei Lu White Johnson Chair: Danielle DIadone Chair: Hyun‐Jin Kim Chair: Leif French Chair: Mark A. Conroy Chair: Jason Killam Chair: Anita Thomas Chair: Eliane Segers

4:50‐5:10 Coffee Break

Plenary II: Patricia A. Duff 5:10‐6:30 McConomy Auditorium

7:15‐9:30 Conference Banquet Rangos Ballroom

“The alveolar lateral /l/ in the L2 Spanish of adult native English learners” Megan Solon Chair: Anna Lukyanchenko “Linguistic and non‐ linguistic factors affecting /θ/ pronunciation among adult Chinese learners of English” Keelan Evanini and Becky Huang Chair: Steven Weinberger “The production and perception of English stops in a coda position by Thai speakers” Siriporn Lerdpaisalwong and Hanyong Park Chair: Steven Weinberger English and German” Laura Catharine Smith and Hyuna Kim Chair: Anna Lukyanchenko “Perception and production of /l‐r/ by Korean speakers learning “The effects of prior L2 experience and L2 proficiency on L3 blocking and learned processing” Sergio Adrada‐Rafael Chair: Jared Linck

“Developing transferable reading fluency skills among EFL learners” Rory Rosszell Chair: Melisa Dracos Doris Baker and Yonghan Park Chair: Melisa Dracos learners attending bilingual schools” Chair: Clare Wright “Relation between English language proficiency and reading outcomes for second language foreign‐language class: A longitudinal study examined from a CA perspective” Yumiko Tateyama “Learning sumimasen in a Japanese‐as‐a‐ Fang Hu Chair: Scott Jarvis with discrepant reading ability” Chieh‐ “Development of pragmatic competence: Refusal strategies in second language learners of Spanish” Claudio Eduardo Pinto Chair: Clare Wright “When language experience failed to explain: Cognitive profile of EFL learners

McConomy Connan Danforth Colloquium IV: “Exploring the links between executive function, second language acquisition, and bilingual language processing” Anat Prior

Peter McKenna/ Teachers’ attitudes, perceptions, and expectations” Jordana Garbati Chair: Tim Poepsel “ELL inclusion in French as a second language: Acquisition of L2 Spanish clitic ‘se’” Carolina Bailey Chair: Tim Poepsel “Instructed self‐talk for discourse synthesis: Sociocultural theory and imitation” Anne Feryok and Gaye Wall Chair: Laura Gonnerman “Do you understand what I am ‘se’‐ing?: “Ping pong vs. pinball: Instructional Conversation as a tool for L2 language development” Paula Mellom Chair: Laura Gonnerman

Coffee Break Short nonrestrictive relatives: Syntactic properties and final parsing decisions in L2 French” Amandine Lorente Lapole Chair: Yun Yao “Heritage speakers’ processing strategies and cue recognition in relative clauses” Boyoung Kim Chair: Kara Morgan‐ “Processing Chinese relative clauses in L2 speakers: Evidence from eye‐movements” Chun‐ Tsai, and Yao‐Ting Sung Short countability judgments in English: The effects of L1 transfer at the lexical evel” Grace Amuzie Chair: Yun Yao “On two types of Yi Peng, Ju‐Ling Chen, Ming‐Da Wu, Shing‐Ting Chair: Kara Morgan‐ “Korean learners’ “Exploring the sequence effect of input and output on the acquisition of English articles” EunYoung Kang Chair: Eileen Fancher

McConomy Auditorium Plenary III: Bill VanPatten

SATURDAY, October 20 “That‐variation in German and Spanish L2 writing: A corpus‐based study” Stefanie Wulff, Nicholas Lester, and Chair: Søren Wind Eskildsen “Predicting ESL examinee writing scores using the Academic Formula List” Sarah Goodwin and Scott Crossley Chair: Jeroen Geertzen “Corpus use in ESL academic writing class: Transitional words in Aysel Saricaoglu Chair: Jeroen Geertzen “Conjunctive relationship in ESL academic essays and scholarly publications” Jun Zhao Chair: Søren Wind Eskildsen Maria Martinez‐Garcia argumentative genre” Hui‐Hsien Feng and “Prenominal adjective order in Chinese and German L2 English writing” Stefan Th. Gries and Stefanie Wulff Chair: Wei Chu

use of segmentation cues” Jui Namjoshi, Annie Tremblay, Mirjam Broersma, Sahyang Kim, and Taehong Cho Chair: Manuel Diaz‐ Campos “Effects of continuing linguistic input on the “: Production versus reception data” Patti Spinner Chair: Ryan LaBrozzi video and audio recordings” Elizabeth Lavolette Chair: Ryan LaBrozzi Wallace Salkauski Chair: Elena Schoonmaker‐Gates “Differences in teachers’ ratings of ESL learners’ phonological learning in L2 French” Jessica Nicholas and Annie Tremblay Chair: Elena Schoonmaker‐Gates production?: Assessing the role of phonology” “Abstraction‐based bilingual language “What’s the di‐lemma in

“On the use of case‐ marking and plausibility information in L2 Korean” Myeong Hyeon Kim Chair: Wen‐Hsin Chen “Developmental acquisition of the Korean case system: Application of the Processability Theory to acquisition of L2 Korean” Ebru Türker and Katie Kim Chair: Wen‐Hsin Chen “Poor performance on scrambled Korean OSV sentences by Korean heritage children: Knowledge vs. use?” Kitaek Kim, William O'Grady, and Kamil Deen Chair: Janet Nicol “Are all overtly marked features equally easy or difficult to acquire?” Jacee Cho Chair: Kaitlyn Litcofsky “Online sensitivity to dative and accusative case markers in non‐ native Spanish” Jill Jegerski Chair: Kaitlyn Litcofsky

Rangos 1 Rangos 2 Rangos 3 Dowd Wright practice” Elizabeth Smolcic Chair: Kevin McManus abroad program” Duygu Uslu Ok Chair: Kevin McManus ““Something I have to get through”: One student’s initial experiences with Italian literature” Barbara Bird Chair: Michelle Pasterick “"I don’t know how to show you sympathy": Language learning and emotion in study abroad” Janice McGregor Chair: Michelle Pasterick “Developing interculturality: language and culture learning as social “Reconstruction of identities in a study “Socializing into diverse identities through a semester in China” Wenhao Diao Chair: Simone Conradie

8:00‐8:30 8:35‐9:05 9:10‐9:40 Room: 9:45‐10:15 10:20‐10:50 10:50‐11:10 11:10‐12:20

36

12:20‐2:00 Lunch

McKenna/ Room: Rangos 1 Rangos 2 Rangos 3 Dowd Wright McConomy Connan Danforth Peter Poster Session “Effect of cognate “Linguistic annotation of “Meaning resolution in “How many you have?: “Language learning Colloquium V: “Working memory and “Native and nonnative triggering on processing large scale electronic L2 L2 speech Tracing the usage‐based abroad: Mediating second language processing of regular II (1:30 – 3:05) of sentential corpora: The EF‐ comprehension: Top‐ roots of Wh‐question learner intercultural “Developmental learning, and irregular English codeswitches in Cambridge Open English down or bottom‐up?” formation in second competence during comprehension, and verbs” Wen‐Hsin Chen Spanish‐English Learner Database Anna Lukyanchenko and language learning” study abroad” Michelle perspectives on production: A meta‐ 2:00‐2:30 bilinguals” Kaitlyn A. (EFCamDat)” Jeroen Kira Gor Søren Wind Eskildsen Pasterick and Matthew second analysis” Jared Linck, Chair: Jun Zhao Litcofsky and Janet G. Geertzen, Dora Poehner Peter Osthus, Joel van Hell Alexopoulou, and Anna Chair: Jessica Nicholas Chair: Ralph Rose language Koeth, and Michael Korhonen Chair: Francois Pichette writing” Bunting Chair: Sergio Adrada‐ Rafael Chair: Stefanie Wulff Dudley Chair: Doris Baker “What ERPs tell us about “The speech accent “Does misperception “L2 processing of wh‐ “Exploring the Reynolds “Individual differences “L2 processing of English asymmetries in bilingual archive: How to build an necessarily lead to dependencies in native relationship between in second language phrasal verbs” Laura translation” Rhonda L2 phonology corpus” inaccurate production in and second language reported social aptitude, working Gonnerman and Mary‐ McClain and Judith Kroll Steven Weinberger non‐native phonological speakers: An event‐ interaction and gains in memory, and Jane Blais acquisition?” Jeffrey related potential study” communicative abilities awareness” Daniel 2:35‐3:05 Chair: Sergio Adrada‐ Chair: Stefanie Wulff Steele Andrea Dallas, Gayle during study abroad” Jackson Chair: Jun Zhao Rafael DeDe, and Janet Nicol Ashlie Henery and Chair: Jessica Nicholas Barbara Freed Chair: Doris Baker Chair: Ralph Rose Chair: Francois Pichette “The translation “Large‐scale corpus “The effect of context “WH‐existential “A longitudinal “Working memory and “The effects of sentence frequency effect in analysis of Korean predictability on shenme: A comparative investigation of L1 and training enhance contexts on L2 lexical second language word learners of English understanding speech in study of English‐Chinese L2 use during morphological processing” Eileen recognition” Nan Jiang segmental errors” Anna noise by native and and Korean‐Chinese residence/study abroad” processing in Fancher 3:10‐3:40 and Taomei Guo Fowles‐Winkler and nonnative listeners” Kira ” Wei Chu Kevin McManus and beginning L2 learners” Kadri Hacioglu Gor and Anna and Bonnie Schwartz Nicole Tracy‐Ventura Melisa Dracos Chair: Janice McGregor Chair: Patti Spinner Lukyanchenko Chair: Sarah Goodwin Chair: Kitaek Kim Chair: Yumiko Chair: Chieh‐Fang Hu Chair: Wallace Salkauski Tateyama “Declarative and “How translation status “On the perception of “Investigating the “Input, transfer, and “Testing the effects of a “Cognitive correlates “Going native: Using L2 procedural memory as affects intra‐word sense gay‐sounding male development of L2 task‐induced effects in year abroad on L2 of grammatical verb bias information individual differences in relatedness” Tamar speech by non‐native sound perception by the L2 acquisition of Chinese” Clare Wright competence in SLA: during online sentence second language Degani and Natasha speakers of English” Tim learners of Spanish” complex constructions” and Alex Ho‐Cheung Evidence from L2 processing” Amelia J. acquisition” Kara Tokowicz Poepsel, Chip Gerfen, Manuel Díaz‐Campos Juana Liceras, Anahí Leung Korean” Sun‐Young Dietrich and Paola E. Morgan‐Short, Mandy and Matthew Carlson and Avizia Long Alba de la Fuente, and Lee, Youngjoo Kim, Dussias 3:45‐4:15 Faretta‐Stutenberg, Chair: Patti Spinner Lia Walsh Chair: Yumiko and Juno Paik Katherine A. Brill, Helen Chair: Barbara Bird Chair: Wallace Salkauski Tateyama Chair: Janice McGregor Carpenter, and Patrick Chair: Kitaek Kim Chair: Chieh‐Fang Hu C. M. Wong

Chair: Chun‐Yi Peng “Implicit learning in SLA: “Grammatical and “The relationship “Nonnative listener “Rethinking filler‐gap “The effects of working “On the “Self‐paced reading and The tales of two pragmatic assessment of between perception of perception: VOT in the dependency processing memory and study complementary verb production as methodological the L1 and L2 use of sociophonetic variants ” Elena in Mandarin Chinese: abroad on processing effects of converging measures of approaches or process schizophrenic bilinguals” and comprehension of Schoonmaker‐Gates Psycholinguistic redundant L2 subject‐ crosslinguistic L2 verb conjugation versus product” Ronald Simone Conradie, dialectal speech by L2 evidence from L1 and L2 verb cues” Ryan LaBrozzi similarity and cognitive learning” Nora Presson, Leow Mathilda Smit, Janina learners” Lauren Chair: Jui Namjoshi settings” Yun Yao processing capacity on Nuria Sagarra, and Brian 4:20‐4:50 Theron, and Renata Schmidt Chair: Boyoung Kim L2 intake” Scott Jarvis, MacWhinney Chair: Chun‐Yi Peng Schoeman Chair: Myeong Hyeon Jessica Hill, Chair: Barbara Bird Kim Ramyadashine Chair: Jill Jegerski Chair: Elizabeth Vithanage, Tetyana Lavolette Dovbnya, and Lu Cao

Chair: Rory Rosszell

4:50‐5:10 Coffee Break

Plenary IV: Brian MacWhinney 5:10-6:30 McConomy Auditorium

SUNDAY, October 21 McKenna/ Room: Rangos 1 Rangos 2 Rangos 3 Dowd Wright McConomy Connan Danforth Peter Poster Session “Pitch gestures enhance “Writing poetry in a “Japanese-English “Language play in a “Transfer in a bilingual Mandarin lexical tone second language: bilinguals’ construal of Spanish foreign child’s phonological III (8:00 – 9:40) perception and word Descriptive data from a novel verbs” Haruka language classroom” development” Elena learning” Laura Morett poetry corpus of study Konishi Shawn Loewen and Babatsouli and Ulrike 8:00-8:30 and Li-Yun Chang abroad L2 writers” David Scott Sterling Gut Hanauer Chair: Jocelyn Barbosa Chair: Jenia Ivanova Chair: Elizabeth Knutson Chair: Sok-Ju Kim Chair: Vance Schaefer Colloquium VI: ““Chin goes down; voice “The challenge of “The role of awareness “Language teaching over “The effects of goes up”: Gesture in Spanish clitic and proficiency at the time: Graduate orthographic depth on Reading in a teaching L2 acquisition: Aural vs. syntax-pragmatics instructor in-class English L2 reading pronunciation” Tetyana visual processing” interface: L2 Spanish cognition and behavior” comprehension” 8:35-9:05 second (Tania) Smotrova Aroline Seibert Hanson, deictic verbs” Silvia Laura Gurzynski-Weiss Christina Hostetler Chip Gerfen, and Marijuan language: Chair: Tokiko Okuma Matthew T. Carlson Chair: Elizabeth Knutson Chair: Helade Santos Processes and Chair: Jeffrey Steele challenges Chair: Scott Crossley “The role of speech- “The effect of animacy “What happens in “What happens when “An evaluation of Charles Perfetti gesture interface in ELF on pronominal object interaction stays in Chinese students work hesitation phenomena speaker interaction” clitic distinction in L2 interaction? Learning with their Chinese as measures of second and Keiko Koda Yumi Matsumoto Spanish” Michael Olsen gains from preemptive advisors in a US language proficiency 9:10-9:40 and Alan Juffs and reactive form- university?” Ying-Hsueh and fluency” Ralph Chair: Tokiko Okuma focused episodes.” Cheng Rose Florencia Henshaw Chair: Scott Crossley Chair: Carla Andrea Chair: Helade Santos Chair: Jeffrey Steele Pastorino Campos “Can gestures make “Korean ESL learners' “Using online corpus “Concept appropriation “Using elicited implicit feedback more English plural inflection tools and other web- and the emergence of imitation tasks to effective? Acquisition of processing” Yoonsang based resources for L2 sociostylistic measure spoken L2 grammar in the ESL Song supporting ESL students’ variation” Rémi Adam language proficiency” 9:45-10:15 classroom” Kimi academic writing” van Compernolle Nicole Wilson and Nakatsukasa Choongil Yoon Alistair Van Moere Chair: Mila Tasseva- Chair: Eunmee Lee Chair: Benjamin Zinszer Kurktchieva Chair: Alfredo Urzua Chair: Robert Marker “Mental and visual “Embodied experiences “Acquisition of number “Noticing the gaps in L2 “”French used to be my “Development of images: Links to L2 in second language (plurality) morphology in collaborative writing big love...” Towards a direct assessments: vocabulary acquisition” learning of modal verbs” L2 English” Gonzalo with Googledocs” sociocultural Spoken L2 abilities” Chesla Ann Bohinski Sakol Suethanapornkul Campos-Dintrans Janaina Weissheimer perspective on Victor van Daal and 10:20-10:50 and Joara Martin advanced language Patrick Snellings Chair: Sun Young Ahn Chair: Benjamin Zinszer Bergsleithner proficiency” Matthias Chair: Mila Tasseva- Grein Chair: Robert Marker Kurktchieva Chair: Alfredo Urzua Chair: Eunmee Lee

10:50‐11:10 Coffee Break

McKenna/ Room: Rangos 1 Rangos 2 Rangos 3 Dowd Wright McConomy Connan Danforth Peter “Frequency effects or context “Evidence for the “Clarification of “Animacy and “Effects of input pitch “Opinion exchange in “Promoting oral effects in second language processing of the semantic category concreteness in young height on L1 vs. L2 French conversation” proficiency gain in word learning: What predicts gender feature in effects in L2 vocabulary children’s second reproduction of Elizabeth Knutson study abroad early lexical production?” Scott second language Hindi” acquisition: Evidence language vocabulary Mandarin tones” Yung‐ homestay 11:10‐11:40 Crossley, Nicholas Subtirelu, Claire Renaud and from learning different acquisition” Francois Hsiang Shawn Chang Chair: Matthias Grein placements” and Tom Salsbury Lauren Covey semantic categories” Pichette Francesca Di Silvio Roman Chepyshko Chair: Tania Smotrova and Margaret Malone Chair: Christina Hostetler Chair: Michael Olsen Chair: Chesla Ann Chair: Silvia Marijuan Bohinski Chair: TBD “Effects of task type and “Which features are “Mental imagery in ““This will help you…”: “Cross‐linguistic “Negative polarity “Degree of foreign learners’ performance on easier to reassemble: second language A corpus‐based analysis perception of Thai items (NPIs) in heritage accent in a foreign foreign language vocabulary The case of L2 Spanish processing” Sun Young of demonstratives in tones” Vance Schaefer Korean: language language: Effects of acquisition” Ayman Mohamed gender and number” Ahn, Nan Jiang, and interlanguage written and Isabelle Darcy maintenance and ethnic/cultural group 11:45‐12:15 Mila Tasseva‐ Peter Osthus discourse” Alfredo transfer” Sok‐Ju Kim factors” Carla Andrea Chair: Christina Hostetler Kurktchieva Urzua Chair: Tania Smotrova Pastorino Campos Chair: Silvia Marijuan Chair: Matthias Grein Chair: Michael Olsen Chair: Nicole Wilson Chair: TBD “Effects of immediate task “The impact of task “Predictors of native‐ “Unpacking L2 input “The acquisition of “ in “Learning from repetition, prompt type, and demands on like lexical robustness in ESL Japanese pitch accent the acquisition of detailed traces: The time pressure on repeated markedness in native categorization in textbooks: A corpus by native English Brazilian Portuguese as effects of immersion retrieval of vocabulary” Nel de and non‐native Chinese learners of analysis” Adrienne Wai speakers” Tokiko a third language” on L2 phonological Jong and Jon‐Michel Seman Spanish” Beatriz López English” Benjamin Man Lew Okuma Helade Santos development” Alfonso 12:20‐12:50 Prego and Alison Zinszer and Ping Li Morales‐Front, Chair: Sakol Suethanapornkul Gabriele Chair: Nicole Wilson Chair: Laura Morett Chair: Elena Babatsouli Charles Nagle, Colleen Chair: Haruka Konishi M. Moorman, and Chair: Yoonsang Song Cristina Sanz

Chair: Victor van Daal “The effects of textual “Devoicing of English “Semantic category “Phonological and “Cross‐linguistic “Diffusion of enhancement on the word‐final stop interference is similar phonetic aspects of the transfer and L1 change: information in ESL acquisition of novel Spanish consonants by for L1 and L2: Evidence L2 acquisition of French The case of Russian‐ learners’ message vocabulary words” Jocelyn Bulgarian native from behavioral and and Spanish stress” English bilinguals” relay activities and Barbosa and Ryan LaBrozzi speakers in electrophysiological Laura Colantoni, Olivia Ludmila Isurin the effect of video 12:55‐1:25 interlanguage” Jenia data” Robert Marker, Marasco, Jeffrey replay” Eunmee Lee Chair: Sakal Suethanapornkul Ivanova Peiyao Chen, Eleonora Steele, and Simona Chair: Elena Babatsouli Rossi, and Judith Kroll Sunara Chair: Victor van Daal Chair: Yoonsang Song Chair: Haruka Konishi Chair: Laura Morett

Poster Session I – Friday, October 19 Rangos 1 – 1:30pm‐3:05pm “Effects of L1 phonology on bilingual speech perception: Evidence from priming” Drew Trotter “Cross‐language prediction of reading: Does it depend on shared structures?” Pi‐Han Chang and Chieh‐Fang Hu “The effect of output practice types on the acquisition of lexical items” Yan Huang “Kindergartners learning French: Making the case for exploratory world language education in Catholic elementary schools” Brigid Burke and Eric Howard “Predictors of reading comprehension in Chinese‐English speaking adolescents” Lorinda Mak, Fanli Jia, Alexandra Gottardo, Adrian Pasquarella, and Xi Chen “Building a contextual bridge: A case study of social interactions” Timothy Vetere “Should I use Facebook in my classroom?: A social networking sites evaluation checklist for L2 education” Hyeyoon Cho, Jimmy Chia, and Diego Alvarez‐Ossa “Child L2 phonology acquisition under the influence of multiple varieties” Alex Ho‐Cheong Leung “The impact of non‐communicative practices on L2 spontaneous speech” Emiko Kaneko “Motivation, pronunciation, and instruction in the Hungarian classroom: A longitudinal study” Sally Kim “Grammatical gender processing in L2 speakers of Spanish: Does cognate status help?” Lauren Perrotti, Jorge Valdes Kroff, and Paola Dussias “Studying academic publishing in an additional language: Developing a “text‐ethnographic” research methodology” Mary Jane Curry and Theresa Lillis “Semantic and phonological knowledge in early and late learners of American Sign Language (ASL)” Sarah Fish, Rama Novogrodsky, and Robert Hoffmeister “Dealing with mismatched sound inventories: Bilingual adults' productions of Mandarin sibilants” Ya‐ting Shih “L1 Japanese speakers’ use of ‘definite’ and ‘specific’ in explaining their L2 English articles choices” Junko Tanaka “Emotional activation in first and second languages: ERPs evidence” Peiyao Chen, TaomeiGuo, Annekathrin Schacht, and Werner Sommer “The impact of orthographic distance on fluency‐based suprasegmental use and comprehension in non‐native English readers” Inge Anema “E‐Portfolios in an advanced L2 writing class” Anita Saalfeld “Simultaneous and consecutive bilingualism and vocabulary learning strategies in learning Spanish as an L3” Ana Raquel Torres “Adverbial expression of path of motion among Japanese intermediate‐level users of ESL and EFL” Aris Clemons and Amanda Brown “Implementing and evaluating a PD program on phonological processing and phonemic awareness for ESL teachers” Elizabeth Rangel “Using subjective measures to distinguish implicit and explicit knowledge: A contribution to the Williams‐Leow debate” Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Nicole Ziegler, and Kate Riestenberg “Individual differences associated with EEG frequency band power during sentence reading in L2” Ben Rickles, Irina Elgort, and Charles Perfetti “Silence perceptions in intercultural conversation, and the potential sites of miscommunication” AlinaLemak “Using elicited imitation to prompt speech production practice: The role of rehearsal in SLA” Colleen Davy and Brian MacWhinney “How does learning environment impact vocabulary acquisition in German?” Laura Catharine Smith and Margaret Teusch “Non‐linear relation between English multi‐word verb knowledge and years in college” Pablo Esteban Requena “Elicited imitation task as a method for proficiency assessment in institutional and research settings” Stephanie Gaillard “Development of spelling in school age second language learners of French” Laura Gonnerman, Eve Bergeron, Rebecca Amzallag, and Robert Savage

Poster Session II – Saturday, October 20 Rangos 1 – 1:30pm‐3:05pm “Perceived role of radicals in teaching Chinese as a second language” I‐Chun Liu “The assistance dilemma in L2 academic vocabulary rehearsal: A computer‐assisted language learning intervention” William Price “The acquisition of English lexical stress by advanced Chinese‐speaking learners: An Optimality‐theoretic account” Wei Cheng “Teacher‐based assessment of young learners’ pragmatic competence” Noriko Ishihara “The effects of different types of form‐focused instruction on ESL learners’ and Focus on Meaning” Yeon Heo “Associative learning supports early phases of adult L2 syntactic development: Behavioral and computational evidence” Phillip Hamrick “Neural correlates of lexical interaction in adult second language learners” Angela Chouinard and Ping Li “Connectionist approach to second language acquisition and processing” Xiaowei Zhao and Ping Li “Comparing adolescent Chinese‐English speaking good and poor readers: Not all second language learners are alike” Alexandra Gottardo, Fanli Jia, Adrian Pasquarella, Xi Chen, and Phil Cave “Psycholinguistic model for predicting Chinese as second language learners’ Chinese character naming performance” Hsueh‐Chih Chen, Li‐Yun Chang, and Chien‐Chih Tseng “Language learners' motivations and beliefs for studying less commonly taught languages: A preliminary study” Justin Cubilo “The role of motivation in the L2 acquisition of English by Saudi students: A dynamic perspective” Ali Alzayid “Relationships between verbal and spatial working memory and Japanese L2 reading proficiency” Aurora Tsai “Native and non‐native processing short and long filler‐gap dependencies in Mandarin” Yaqiong Cui “Processing English object relatives: Where L2 sentence processing differs from L1” Edith Kaan, Jocelyn Ballantyne, Carlie Overfelt, and Frank Wijnen “Bridging the structural gap in L2 sentence processing: Intermediate traces and intermediate learners” Kate Miller “When non‐speakers try to speak: Elicited speech production in Labrador Inuttitut heritage receptive bilinguals” Marina Sherkina‐Lieber “Ultimate attainment and negative evidence: Evidence from Raising to Object” Jeanne Heil and Luis López “The relative influences of semantic context and language context on bilinguals reading interlingual homographs” Nathalie Bélanger, Mallorie Leinenger, Timothy Slattery, and Keith Rayner “Learner‐learner interactions: A comparison of L2‐L2, HL‐HL, and L2‐HL pairs” Melissa Bowles “A parallel corpus‐based approach to Chinese auxiliary verbs” Brody Bluemel “Self‐assessment of competence: The role of ethnic identity” Hyun‐Sook Kang “The effect of script on novel word learning: Comparing same‐script and different‐script bilinguals” Emma Hance and Janet van Hell “Innovation and community resistance: A CHAT analysis of a Serbian EFL writing class” Brooke Ricker “The effect of cross‐language form similarity on bilingual children's word recognition” Ana Areas da Luz Fontes, Luciana Brentano, and Ingrid Finger “Age of arrival organizes immigrants' language learning environment” Catherine Caldwell‐Harris “Beginning and advanced learners' awareness of classroom corrective feedback” Gergana Atanassova “What are language students really afraid of?” Jennifer Gerndt “The Aspect Hypothesis on the acquisition of aspectual syntactic compound verbs in L2 Japanese” Mamoru Hatakeyama

Poster Session III – Sunday, October 21 Rangos 1 – 8:00am‐9:40am “Hemispheric differences of word processing in bilinguals” Yu‐Cheng Lin and Ana Schwartz “A cognitive‐based Chinese LearnLab: Bridging learning, research, and technology in SLA” Sue‐mei Wu “Classifying the lexicon of science: An analysis of written and spoken corpora” Mithila Vidwans “Feature reassembly: The acquisition of non‐canonical agreement in English‐Arabic interlanguage” Boshra El‐Ghazoly and Rex Sprouse “Effects of feedback on L2 writing: The Spanish preterite and imperfect” Carlos Muñoz “Acquisition of the WH‐interrogative construction by Japanese junior high school ESL learners” Megumi Hasebe, Hideki Maki, and Kengo Suzuki “The need for need analyses: Insights from students and teachers at an AFL program” Maimoonah Al Khalil “The effects of age of learning and rater bias on second language speech production attainment” Becky Huang and Sun‐Ah Jun “Subjectivity in storytelling compositions written by L2 learners and native speakers of Japanese” Noriko Yabuki‐Soh “Proficiency levels and L2 relative clause sentence processing in Japanese” Akiko Kashiwagi‐Wood “Pain and paint as part of painter: Morphological priming and morphological awareness in L2 Spanish” Claudia Sánchez‐Gutiérrez, Natividad Hernández‐Muñoz, and Emilio Prieto de los Mozos “Phonological working memory as predictor of first and second language proficiency in Chinese‐English bilinguals” Jing Yang and Li‐Hai Tan “Effects of NP type on processing of number agreement in English relative clauses” Aya Takeda and Chae‐Eun Kim “Dictogloss as Dynamic Assessment” Sun‐Young Shin, Ryan Lidster, Stacy Sabraw, and Rebecca Yeager “English as a lingua franca and study abroad: A case study in Thailand” Daisuke Kimura “School bilingualism: Insights on SLA in immersion programs in Colombia” Isabel Tejada‐Sánchez, Carmen Pérez‐Vidal, and Jean‐Yves Dommergues “Mix and switch effects in bilingual language processing” Joel Koeth, Nan Jiang, and Jared Linck ““I forgot about English, and I could speak fluently!” Effects of dialogic jigsaw‐puzzle activities” Bogshin Lee and Eunmee Lee “Learner autonomy in focus‐on‐form: Task explicitness and language proficiency” Yunwen Su “Individual variability in Mandarin tone discrimination with L2 experience” Tianlin Wang, Christine Potter, and Jenny R. Saffran “Determiner‐noun codeswitching in Welsh‐English and Spanish‐English bilinguals” Sarah Fairchild and Janet van Hell “An investigation of additional processing time on‐line during L2 speech production” Zhan Wang “Effectiveness of a large‐scale language learning SNS corpus for L2 Chinese writing analysis” Xiaoling Mo and Masato Hagiwara “Interpreting subject pronouns in temporal embedded clauses: Evidence from L1 English near‐natives of L2 Spanish” Juan Cominguez “Implicit learning of a L2 morphosyntactic rule and its relevance for language teaching” Ilina Stojanovska, Peter Osthus, Ekaterina Solovyeva, and Michael Long “Processing subject relative clauses and object relative clauses in second language Chinese” Qin Yao “Perception of non‐native L2 phonemic contrasts: L1 versus L2 speaker stimuli” Jessica D'Atri “Second language acquisition theories at work: The creation of a virtual language learning laboratory” Camelia Nunez and Juan‐Luis Suarez “The contribution of oral reading fluency to second language reading acquisition” Xiangying Jiang

SLRF 2012 | Building Bridges Between Disciplines

Friday, October 19 8:00 – 8:30

Development of time-course of lexical information retrieval in L2 Spanish: Evidence from eye-tracking Robert Sauveur University of Texas at Austin ([email protected])

The current study utilizes a language-mediated visual search paradigm to investigate the retrieval of Spanish second language lexical mapping information at different levels of proficiency. Results are discussed in terms of the current debate between the Revised Hierarchical Model and the Bilingual Interactive Activation Plus model.

Understanding the Tip of the Tongue phenomenon: Evidence from Korean-English bilinguals JiHye Park and Usha Lakshmanan Southern Illinois University Carbondale ([email protected])

Tip-of-the-Tongue (TOT) states were experimentally induced using a picture-naming task in the L1 (Korean) of Korean-English bilingual college students, in order to determine whether length of residence (in the US) had an effect on L1 TOT rates. The implications of the findings for theories of bilingual lexical retrieval are discussed.

The acquisition of future time expression by English-speaking learners of Spanish Matthew Kanwit and Megan Solon Indiana University ([email protected])

The present study explores early stages of acquisition of future time reference in L2 Spanish using a concept- oriented approach. Specifically, it investigates the lexical and morphological forms employed to express future time, and the sequence of emergence of future verbal morphology in beginning and intermediate adult Spanish foreign language learners.

Charting L1 vocabulary growth with the vocabulary size test: Rasch-based validation for L2 interpretation George Harrison University of Hawai’i at Mānoa ([email protected])

This study provides validity evidence for using the Vocabulary Size Test in a US context. Findings suggest the test adequately samples the corpus-defined domain and demonstrate its sensitivity in detecting vocabulary growth among L1 teenagers. Results serve validity arguments for using the test with L2 learners in US contexts.

The construction of voice by writer and reader in college writing: A case study of two L2 writers Soomin Jwa University of Arizona ([email protected])

The present study investigates whether and how consistently the L2 writer’s intended voice is perceived by the reader—the gap between the writer’s projection of voice and the reader’s construction of voice.

46 SLRF 2012 | Building Bridges Between Disciplines

The role of vocabulary in the second-language development of mood use in Spanish Aarnes Gudmestad Virginia Polytechnic Institute and State University ([email protected])

This investigation explores the relationship between the lexicon and morphosyntax by examining the role that vocabulary use plays in the acquisition of mood use (subjunctive-indicative contrast) in Spanish. Data come from oral-elicitation tasks completed by five proficiency levels of learners. Comparisons to NS data are made to assess target-like use.

Rethinking language anxiety from an ideological perspective: The case of a designer student immigrant Peter De Costa Monterey Institute of International Studies ([email protected])

This paper traces encountered by a scholarship student in an English-medium school over the course of a year. By adopting an ideological perspective, I depart from a psychologically-oriented approach to examining language anxiety (e.g., Horwitz, 2010) and willingness to communicate (e.g., MacIntyre et al., 2011).

The acquisition of the ba construction by English-speaking learners of Chinese Hongying Xu The University of Kansas ([email protected])

This study compared L2 Chinese learners’ knowledge of properties of the ba construction that requires knowledge from different domains. The results showed that they performed better on the word order constraint (syntax) than the complex verb constraint (syntax-semantics) or the secondary topic constraint (syntax-discourse), without difference between the interface properties.

8:35 – 9:05

The plurals-in-compounds effect in L2 English: New evidence from visual world eye-tracking Sabrina Gerth, Vera Heyer, and Harald Clahsen Potsdam Research Institute for Multilingualism ([email protected])

L1 and L2 speakers performed similarly in offline studies. However, in eye-tracking-during-listening L1/L2 differences were found. Clear effects of the compounding constraints were seen in the L1, but not the L2 group. We conclude that grammatical constraints have a reduced effect during L2 processing.

Formulaic language and data-driven learning: A direct application of corpora in the EFL curriculum Joe Geluso Kanda University of International Studies ([email protected])

This presentation will outline an innovative course designed to help EFL learners discover the formulaicity of language by placing interaction with authentic materials and data-driven learning at the center of the syllabus. The presentation will conclude with a discussion of students’ attitudes toward the course.

47 SLRF 2012 | Building Bridges Between Disciplines

Individual patterns of verb selection: The case of future-time expression in second-language Spanish Kimberly Geeslin1 and Aarnes Gudmestad2 1Indiana University, 2Virginia Tech ([email protected])

This investigation of the acquisition of future-time expression in Spanish is based on an analysis of data from five proficiency levels and native speakers. We compare the developmental stages of this structure observed from aggregate data to individual patterns of verb form selection and account for differences observed across individuals.

Self-assessment in the L2 classroom: Validation results of a triangulated assessment system Megan C. Masters1, Steven J. Ross1, Martyn K. Clark1, Margaret E. Malone2, and Anne Donovan2 1University of Maryland, 2Center for Applied Linguistics ([email protected])

Alternative assessment instruments have increasingly been used by foreign language practitioners to complement, or even replace, conventional proficiency or criterion-referenced testing. The research described in the current paper reports on the convergent validity of a triangulated assessment system comparing objective and subjective indicators of learning outcomes for lower-level language learners.

Do language learners know what they know?: Measuring metacognitive knowledge in L2 writing Soo Hyon Kim Michigan State University ([email protected])

This study aims to establish a clear definition and operationalization of metacognitive knowledge in the context of L2 writing by identifying its underlying components. It also examines ways to develop a valid and reliable measure to assess L2 writers’ metacognitive knowledge, using both quantitative and qualitative methods.

The acquisition of the indicative-subjunctive contrast in L2 French from a generative perspective Dalila Ayoun University of Arizona ([email protected])

This cross-sectional study reports on production and sentence completion tasks targeting the development of subjunctive among instructed L2 French learners at three proficiency levels. Quantitative and qualitative analyses reveal minimal subjunctive use in production but much higher accuracy means in the sentence completion task depending on the linguistic trigger.

L2 motivational self system and strategic pragmatics learning Naoko Taguchi Carnegie Mellon University ([email protected])

Adopting the framework of L2 motivational self system (Dörnyei, 2005, 2009), this study reveals interaction between individual characteristics and learning context in pragmatic development. It presents a case of a strategic learner who cultivated a variety of self-directed learning resources, leading to steady development in appropriate production of speech acts.

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Shallow processing of referential dependencies in heritage Russian Tania Ivanova-Sullivan University of New Mexico ([email protected])

The paper reports on a study of syntax-discourse interface in heritage Russian. Antecedent preferences and reaction times in anaphora resolution task are analyzed in terms of shallow processing of referential dependencies and structural deficit in heritage grammars. This hypothesis is supported by corroborating evidence from a production task.

9:10 – 9:40

Processing ditransitive constructions in L2 Japanese: Evidence from eye movements Sanako Mitsugi1 and Brian MacWhinney2 1The University of Kansas, 2Carnegie Mellon University ([email protected])

Using the visual world paradigm, this study examined L2 anticipatory processing of Japanese ditransitive constructions. The results demonstrated that L2 learners predicted certain properties of a forthcoming lexical item even before the referring expression arrived in the sentence. The findings suggest that learners can build abstract pre-verbal structural representations.

Testing the threshold hypothesis in an abroad context: Data on L2 fluency and cognition Lorenzo García-Amaya University of Michigan ([email protected])

This study focuses on the threshold hypothesis and its relationship to fluency and cognitive abilities in the SA context. Two proficiency groups were established, and all learners improved their speech rate and became faster accessing Spanish words. However, low proficiency learners only became slower at accessing words in their L1.

Delayed transfer effects in processing L2 tense Nuria Sagarra1 and Nick Ellis2 1Carnegie Mellon University, 2University of Michigan ([email protected])

We examined how native speakers of a morphologically impoverished or rich L1 use lexical and morphosyntactic information when processing tense in a morphologically rich L2. Eye-tracking studies revealed that learners start relying on lexical information and later on resort to morphosyntax, and that transfer effects emerge at advanced proficiency levels.

Validating conversation analysis (CA)-informed rating criteria for assessing L2 pragmatics in interaction Soo Jung Youn University of Hawai’i at Mānoa ([email protected])

To assess L2 pragmatics performance in interaction, open role-play tasks following a task-based assessment framework and a conversation analysis (CA)-informed performance data-driven rating criteria were developed. Implications of developing interaction-sensitive rating criteria along with quantitative analyses for strengthening the validity argument of assessing L2 pragmatics in interaction will be discussed.

49 SLRF 2012 | Building Bridges Between Disciplines

Nature of student interactions in peer review and co-writing Jun Tian and Hossein Nassaji University of Victoria ([email protected])

The study, using a within-group design with eighteen Chinese L2 learners, investigated the nature of student verbal interaction during peer review and co-writing in Chinese-as-a-foreign language. The findings suggest that peer review and co-writing play different roles in Chinese L2 learners’ development of writing skills. Implications for teaching are discussed.

The online processing of the Spanish subjunctive by L2 learners of Spanish Alvaro Villegas1, Josep Demestre Viladevall2, Rosa Sánchez-Casas Padilla2, and Paola E. Dussias1 1The Pennsylvania State University, 2University Rovira i Virgili ([email protected])

This research examines the online processing of Spanish subjunctive. Reading times from proficient L2 Spanish learners revealed divergence from L1 Spanish processing patterns. Only when L2 learners replicated native proficiency did L2 processing approximate native patterns. Results identify proficiency as an important factor for online use of Spanish subjunctive information.

Motivation, agency, and academic identity in second language writing: A sociocultural perspective Gaye Wall and Anne Feryok The University of Otago ([email protected])

This SCT-based presentation focuses on a case study where the learner’s motivation, agency, and self-regulation are the goals and means for constructing her future academic identity. The case is part of a microgenetic multiple-case-studies thesis examining how reading-to-write activities of six EFL tertiary students are mediated by materialization and verbalization.

Mechanisms of anaphora resolution in Italian L1 and L1 attrited varieties Manuela Pinto Utrecht University, UiL-OTS ([email protected])

This paper presents novel data on strategies for anaphora resolution in (semi)spontaneous narratives in adult Italian L1 and in Italian L1/Dutch L2, questioning the empirical validity of the normally assumed baseline for the use of pronouns in standard Italian and in its acquisition and contact varieties.

10:00 – 10:30

Quierro comprar una guitara: Lexical encoding of /rr/ vs. /r/ by L2 learners of Spanish Danielle Daidone and Isabelle Darcy Indiana University ([email protected])

Categorization and lexical encoding patterns for the trill-tap contrast in Spanish L2-learners show that all learners demonstrate a near-native categorization performance, but many errors in non-word rejection. However, all learners show evidence of a lexical contrast as shown by asymmetrical performance, likely driven by the phonetic stability of one category.

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How statistically literate are we? Examining SLA professors’ and graduate students’ statistical knowledge and training Jens Schmidtke, Le Anne Spino, and Betsy Lavolette Michigan State University ([email protected])

We present data from a recent survey (N = 344) on the statistical knowledge and training of SLA and applied linguistics professors and students. Results are discussed in terms of knowledge and training in the field and factors predictive of attitudes towards statistics.

A processing investigation of second-language learners’ interpretation of null subjects in embedded Mandarin Chinese sentences Jing Xia Arizona State University ([email protected])

This study investigates English learners’ interpretation of Mandarin Chinese null subjects in syntactic- and discourse-linked conditions through online and offline reading tasks. The results are examined in light of the (Sorace & Filiace, 2006) and of Zhao’s (2009) findings that null arguments can be interpreted.

L1 & L2 word order processing in Russian Tatiana Luchkina University of Illinois at Urbana-Champaign ([email protected])

This study addresses the relative accessibility of acoustically emphasized in- and ex-situ focused discourse constituents in Russian with both native Russian speakers and L1-English L2-Russian learners. We find a dissociation between the native and the non-native cue processing styles that is only partially supported by the Scrambling Complexity Hypothesis.

Influence of interlocutor on Spanish L2 performance Abby Bajuniemi University of Minnesota ([email protected])

The current work is a conversation-analytic analysis of the transcripts of one learner’s performance on two oral examinations given in the fourth semester of Spanish. The learner performed better with the advanced speaker than the same-proficiency speaker, even though she felt more confident with the same-proficiency speaker.

The effect of practice and level of proficiency on L2 self-repair behavior Leif French1, Daphnée Simard2, and Michael Zuniga2 1Université du Québec à Chicoutimi, 2Université du Québec à Montréal ([email protected])

This study examined the developmental relationship between L2 proficiency and self-repair behavior in French (L2) learners’ spoken narratives. Findings showed that only low proficiency learners’ self-repair behavior changed significantly over time during a 5-week immersion program, pointing to an interaction between level of language and the use of self-initiated repairs.

51 SLRF 2012 | Building Bridges Between Disciplines

The order of explicit information in processing instruction Erin McNulty Dickinson College ([email protected])

The target of instruction was the indicative/subjunctive contrast after cuando. A pretest/posttest/delayed posttest design with repeated measures ANOVAs was used to analyze results on production/interpretation tasks. Preliminary results suggest that the order in which the explicit information appears (beginning or end) affects learner gains in processing instruction treatments. 10:35 – 11:05

Phonological processing and awareness in Spanish as a second language: The case of Spanish diphthongs Charles Nagle Georgetown University ([email protected])

Twenty-one intermediate learners of Spanish completed three tasks in various processing conditions, during which concurrent verbal reports were collected, on the syllabification of two-vowel sequences in Spanish. Preliminary results appear to suggest that awareness level is related to both oral and written syllabification of Spanish diphthongs regardless of processing condition.

Investigating variability in tasks, rater judgments, and analytic scoring of a speaking placement test Payman Vafaee University of Maryland ([email protected])

The current study employed univariate and multivariate generalizability theory to investigate the dependability of the composite and individual scores from the analytic scoring of a speaking placement test. The results showed that these scores are dependable measures of speaking ability, although some modifications in the test scoring are called upon.

Individual differences and subject pronoun variation in L2 Spanish Bret Linford Indiana University ([email protected])

This study explored the potential relationship between learner motivation and the acquisition of subject pronoun variation in Spanish. While previous research has shown that learner proficiency correlates with subject pronoun variation in L2 Spanish, the results of this study suggest learner motivation also plays a role.

Direct object marking and word order processing in Spanish: An unclear connection Jason Killam Indiana University of Pennsylvania ([email protected])

This study examines the relationship between Spanish direct object marking in SVO structures and its effect on attenuation of the First Noun Principle. Through the use of oral and listening tasks, it was found that procedural knowledge of object marking in one context does not guarantee recognition in other contexts.

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The online processing of progressive aspect morphology in L2 English Hyun-Jin Kim Indiana University ([email protected])

Investigating the acquisition of imperfectivity in L2 English, this study examines the strong association of –ing with dynamic atelic predicates at later stages of acquisition in real-time sentence processing, employing self-paced reading tasks. The processing evidence indicates the developmental mechanism underlying the identification of the semantics for past progressive.

Cultivating language awareness among pre-school foreign language learners Erin Kearney and So-Yeon Ahn University at Buffalo ([email protected])

Among very young children (ages 3-5) and in programs in which instruction is relatively infrequent (2 times per week), what can reasonably be expected in terms of foreign language learning outcomes? This paper reports a study that points to the cultivation of language awareness as a possible and appropriate goal.

Conversations about culture: Co-constructing Korean and Japanese cultural products, practices, and perspectives in Japanese Erica Zimmerman United States Naval Academy ([email protected])

This paper will examine naturally occurring conversations of advanced learners of Japanese and their Japanese interlocutors to see how and when culture becomes the topic of a conversation. The analysis will examine if the participants are displaying cultural awareness through discussions of cultural products, practices, and perspectives (ACTFL, 1999).

11:10 – 11:40

How fine-grained are phonological representations of lexical entries in L2 mental lexicon? Svetlana V. Cook and Kira Gor University of Maryland ([email protected])

The study investigates the consequence of the under-representation of less frequent words in L2 lexicon with a focus on their phonological and semantic properties, as well as the interaction between them, for lexical access.

How big is big? Reporting and interpreting effect sizes in L2 research Luke Plonsky Northern Arizona University ([email protected])

L2 researchers now regularly report effect sizes, but little is known about how to interpret them beyond Cohen’s (1988) benchmarks. Based on a survey of results from over 600 primary studies and 30 meta-analyses, this paper proposes field-specific benchmarks and several additional considerations for interpreting effect sizes in L2 research.

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Online processing of subject pronouns in heritage bilingual Spanish Gregory Keating1, Bill VanPatten2, and Jill Jegerski3 1San Diego State University, 2Michigan State University, 3University of Illinois at Urbana-Champaign ([email protected])

This self-paced reading experiment targeted the processing of Spanish null and overt subject pronouns among heritage bilinguals. The results of several online and offline measures point to broad similarities between monolingual and bilingual interpretation of pronouns, but also suggests some interesting differences in the moment-by-moment time course of processing.

L1-English L2ers’ sensitivity to the Given-before-New Principle in Korean dative constructions Kyae-Sung Park1 and Bonnie D. Schwartz1, 2 1University of Hawai‘i at Mānoa, 2Radboud University Nijmegen ([email protected])

It is well known that there is a “Given-before-New Principle” in native adult speech such that given information more likely precedes new information in sentences. This experimental study investigates whether L1-English adults who have knowledge of the Given-before-New Principle in their L1 automatically show adherence to it in their L2- Korean.

Aspectual production in L2 Russian written and spoken narratives: Reanalyzing the Aspect Hypothesis Wendy Martelle University of Pittsburgh ([email protected])

This study tested the Aspect Hypothesis (AH) on L2 Russian learners. Data from written and oral narratives indicated that the associative predictions of the AH were supported to varying degrees; however, beginners overall preferred one particular past tense form, which does not support the AH’s developmental predictions.

Text processing by Persian-English bilingual speakers: Support for learning Amir Sadeghi1,2, John Everatt2, and Brigid McNeill2 1Islamic Azad University, Damavand Branch, 2University of Canterbury ([email protected])

This talk will compare the findings of two studies investigating the cognitive-linguistic predictors of reading comprehension levels of Persian-English bilingual children with Persian monolingual children.

11:45 – 12:15

Learners’ proficiency and lexical encoding of the geminate / non-geminate contrast in Japanese Chisato Kojima and Isabelle Darcy Indiana University ([email protected])

Categorization and lexical encoding patterns for durational contrasts in beginning and advanced L2 learners of Japanese show that even though both groups demonstrate a near native categorization performance, beginning learners merge duration contrasts in lexical representations, while advanced learners do not. Categorization accuracy is independent of accuracy of lexical encoding.

54 SLRF 2012 | Building Bridges Between Disciplines

Students’ and professors’ views of statistics in SLA – A call for change? Scott Sterling, Dominik Wolff, and Mostafa Papi Michigan State University ([email protected])

As part of a larger study on statistical literacy in the field of SLA, we conducted a content analysis of participants’ extensive comments regarding the use of statistics in the field. Their opinions and suggestions will be related to current program requirements of a number of PhD programs in SLA.

Effects of post-lexical rules and tasks in L1 Korean speakers’ production of English stop-nasal clusters James Lee1, Seunghun Lee1, and Junkyu Lee2 1Central Connecticut State University,2 Hankuk University of Foreign Studies ([email protected])

This study investigates the oral production of English stop-nasal clusters [tm, tn] by L1 Korean speakers. Results show that several alternative pronunciations are produced by the participants. The goal of this study is to find any pattern behind these variants in one-word, compound word, and two-word contexts.

Strong resultatives and the directional interpretation of PPs in L2 English by Japanese speakers Atsuko Yotsuya, Masanao Asano, Kazuki Endo, Eri Iwagami, Sayaka Koyama, Shuhei Munakata, Minami Ono, Kazunori Suzuki, Mayumi Shibuya, Kazue Takeda, and Makiko Hirakawa Bunkyo University ([email protected])

We investigate L2 acquisition of strong/weak resultatives in relation to the interpretation of directional/locational PPs with manner-of-motion verbs in English. Results from truth-value and scaled acceptability judgment tasks reveal that Japanese adult learners have difficulty in a situation where an L2 argument structure forms a superset of its L1 counterpart.

(Why) is the imperfective difficult to acquire? Insights from L2 Russian Anna Mikhaylova University of Oregon ([email protected])

This experimental study shows that the difficulty in the comprehension of Russian imperfectives for L2 learners can be explained by a combination of complex morpho-semantic structure of the imperfective, transfer from English, and processing limitations. I address these results in light of several hypotheses of L2 acquisition.

Implicit and explicit instruction in child L2 learning Karen Lichtman University of Illinois (now at Northern Illinois University) ([email protected])

This study teases apart the effects of age and instruction on implicit and explicit language learning by teaching children and adults a mini-language under controlled implicit or explicit instruction conditions. Surprisingly, children perform like adults, benefiting from explicit instruction. This suggests that age does not determine implicit vs. explicit learning.

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2:00 – 2:30

Revisiting and extending Goo (2010): Working memory and reactivity Johnathan Mercer Georgetown University ([email protected])

Goo (2010) examined the effect of working memory capacity on reactivity. Goo (2010), however, used a target form that did not allow for sufficient variation in scores. This study conceptually replicated Goo’s (2010) study with a more complex target structure, and added a multiple-choice recognition task.

Cognitive profiles in high-ability language-minority children Eliane Segers1, Lianne Hoogeveen2, Indira Day1, and Ludo Verhoeven1 1Radboud University Nijmegen, Behavioural Science Institute,2 Radboud University Nijmegen, Center for the Study of Giftedness ([email protected])

We compared cognitive profiles of monolingual children and language-minority children. In Study 1, monolingual children obtained higher verbal and mathematical scores but were equal in visuo-spatial skills and working memory. Cognitive control predicted the construction of representations. Study 2 added that L1 complemented representation abilities of language-minority children.

The role of explicit language aptitude on the relative effects of explicit, implicit, and mixed feedback Yucel Yilmaz1 and Gisela Granena2 1Indiana University, 2Univeristy of Maryland ([email protected])

This study investigates the extent to which learners use cognitive abilities that involve explicit, attention-driven cognitive processes (i.e., explicit language aptitude -ELA- Granena, 2012) during the processing of implicit, explicit and mixed feedback.

Examining form-meaning connections of L2 vocabulary within a fast priming paradigm Junkyu Lee1 and Jennifer Behney2 1Hankuk University of Foreign Studies, 2Youngstown State University ([email protected])

This study reexamines Jiang’s (2000, 2002, 2004) same-translation effect by second language (L2) learners within a fast priming paradigm (i.e., a double lexical decision task) in order to show whether the effect is automatic. The role of the L1 in form-meaning connections of L2 vocabulary acquisition will be discussed.

Methodological issues in the study of priming effects in a corpus of spoken L2 French Anita Thomas Lund University ([email protected])

The aim of this paper is to discuss the operationalization of the concept of priming in L2 corpora of spoken language. The main challenge is to distinguish priming effects from other effects, especially frequency. I propose concrete steps that help identify typical scenarios of structural priming.

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2:35 – 3:05

Working memory and nativelikeness in the processing of focus structure Robert Reichle1, Annie Tremblay2, and Caitlin Coughlin2 1Northern Illinois University, 2The University of Kansas ([email protected])

This ERP study investigated the interface phenomenon of focus processing among L1 English learners of L2 French, and considered the relationship between working memory and the ERPs of licensed versus extraneous focus. Findings suggest that WM modulates brain responses, and reinforce the notion that interfaces pose difficulties in the L2.

More choice or less choice? Influence of autonomy on task motivation and task engagement Anastasia Mozgalina Georgetown University ([email protected])

Based on the Self-Determination Theory (Deci & Ryan, 2000) this study investigates how more or less choice on the content of the task and task completion in a writing task influence students’ intrinsic motivation and task engagement. The findings suggest concrete pedagogic approaches for motivating learners to engage in tasks.

The timing of corrective feedback and L2 learning Younghee Sheen American University ([email protected])

This study addresses the timing issue of corrective feedback by comparing the effects of immediate and delayed metalinguistic correction on the acquisition of past tense by adult ESL learners. The results indicate that the learners benefited from the correction irrespective of its timing. Some theoretical and pedagogical implications are provided.

Fast incidental acquisition of foreign language vocabulary through brief multi-modal exposure Marie-Josee Bisson, Walter J. B. van Heuven, Kathy Conklin, and Richard J. Tunney University of Nottingham ([email protected])

This study investigated incidental foreign language (FL) vocabulary acquisition using multi-modal stimuli in an adaptation of the savings paradigm. Stimuli were presented in a short incidental learning phase before participants completed an explicit learning phase. Results showed higher accuracy for words from the incidental learning phase than for new words.

L2 structural priming of English passives and stranded prepositions Mark A. Conroy University of New England ([email protected])

The findings of two structural priming studies are presented to show how the strength of structural priming is modulated by target structure and speakers’ stage of acquisition. The findings are discussed in terms of L2 speakers’ interlanguages and the claim that structural priming effects are strongest for less preferred structures.

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Childhood bilingualism: A case of language attrition and recovery Nikolay Slavkov Southern Illinois University Edwardsville ([email protected])

This study reports on a case of language attrition and reactivation in English-Bulgarian childhood bilingualism. An analysis of production rates, MLU, types of code-switching, and lexical complexity indicates that a language that has become latent can be effectively reactivated at a fast rate through a ten-day period of intensified input. 3:10 – 3:40

Bilingualism effects on sentence recall: Evidence for shared argument structures among bilinguals Ricardo de Souza1 and Eva Fernández2 1Universidade Federal de Minas Gerais, 2Queens College (City University of New York) ([email protected])

We report evidence that L2 verb argument structures are accessed during L1 sentence processing. In their L1, bilinguals produce a construction licensed in L2 (English) but not L1 (Portuguese)—the induced movement alternation (“The elegant lady walked her husband to a seat”)—with recall accuracy and fluency paralleling L2 monolinguals.

L2 Korean evidentiality strategies of Japanese and English speakers expressing psychological state of mind Yun-Hee Rhoades-Ko University of Hawai’i at Mānoa ([email protected])

Korean expressions of someone else’s psychological state of mind require an evidentiality marking, and so do Japanese emotional adjectives. Japanese and English-speaking learners are compared in terms of evidentiality strategies used in a picture description task, along with the performance in an experiencer-identification task and a GJT on Korean evidentiality.

The comparative effects of practice vs. exposure Hae In Park Georgetown University ([email protected])

The present study examines whether the cognitive processes learners engage in when processing structured input can alone facilitate learners’ learning. Preliminary results indicate that structured input without feedback yields better learning than simple exposure to positive input that includes the target structure.

Attention and awareness may not be the same in SLA Aline Godfroid Michigan State University ([email protected])

In this study, I investigated the contributions of attention (eye-fixation times) and awareness (conscious recall of processing) to incidental vocabulary learning from reading. While both processes were found to contribute to word learning (post-test recognition), the association between awareness and learning was much stronger than that between attention and learning.

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Orthographic transfer in highly proficient second language learners: Evidence from priming Hui-wen Cheng1 and Catherine Caldwell-Harris2 1The University of Utah, 2Boston University ([email protected])

Transfer of reading habits from L1 to L2 is plausibly strongest for beginning L2 learners but empirical studies are lacking. The current priming study revealed phonological activation for Spanish L1 speakers, and semantic activation for Chinese L1 speakers while reading English. The results demonstrate orthographic transfer for advanced L2 learners.

Acquisition of L2 English generics by Japanese child returnees and Japanese adult speakers Neal Snape1, Makiko Hirakawa2, Hironobu Hosoi1, John Matthews3, and Yahiro Hirakawa4 1Gunma Prefectural Women’s University, 2Bunkyo University, 3Chuo University, 4Tokyo Institute of Technology ([email protected])

This study reports on the acquisition of generics by Japanese child returnees and adult Japanese learners of English. Definite singular generics can refer to natural kinds or species while indefinite singular generics cannot. The results of an acceptability judgment task show that all the learners have difficulties with definite singulars. 3:45 – 4:15

L1 influence on L2 English article development: A longitudinal learner corpus study Akira Murakami University of Cambridge ([email protected])

Exploiting a longitudinal learner corpus containing over 30,000 manually error-tagged essays, the study investigated the L1 influence on the accuracy development of L2 English articles. Clustering of the within-learner development of task-effect-adjusted target-like-use scores shows some characteristics of the developmental patterns in each L1 group.

Neural dynamics of syntactic processing in intermediate and advanced second language learners: An electrophysiological study Elliot Collins and Geoff Valentine University of Washington ([email protected])

Using the ERP technique, we recorded neural responses of native English speaking adults learning Italian as they read sentences with various syntactic errors. Intermediate learners showed variable responses and advanced learners robustly showed native-like responses. This suggests that proficiency increases are associated with changes in the underlying neural mechanisms.

Reverse psychological predicates in heritage speaker Spanish: Evidence in support of invariable gusta Diego Pascual y Cabo University of Florida ([email protected])

This project examines heritage speaker competence/use of gustar ‘to like’ type of verbs. Informants completed (i) a scalar grammaticality judgment task and (ii) an elicited production task. Results are discussed vis-a-vis accounts that seek to explain divergence in HS grammars, namely Incomplete Acquisition, L1 Attrition, and input delimited differences.

59 SLRF 2012 | Building Bridges Between Disciplines

The acquisition of narrative sentence structure: An exploration of syntactic development in L2 Spanish Stephen Fafulas and Kimberly Geeslin Indiana University ([email protected])

We employ a functional analysis to explore how L2 learners of Spanish develop syntactic elements that allow them to express the relationship between propositions in bi-clausal constructions. Results indicate that learners at the lower proficiency levels rely primarily on paratactic constructions, only later moving to the use of subordinators.

Contribution of morphological awareness to lexical inferencing, vocabulary knowledge, and reading comprehension Ryan T. Miller Carnegie Mellon University ([email protected])

In this study, L1 Japanese learners of English (N = 50) completed measures of L2 reading comprehension, vocabulary breadth, lexical inferencing and morphological awareness. Results indicate that morphological awareness contributes differently to L2 lexical inferencing, L2 vocabulary, and L2 reading comprehension.

Orthography modulates lexical recognition in a second language Christine Shea University of Iowa ([email protected])

We use cross-modal masked priming to test whether orthography activates phonological representations in an L2. Using RT and a lexical decision task, we show that L2 listeners activate the corresponding L1 allophone when exposed to written L2 primes but do not do so when the prime is implicitly presented.

Outcomes of Spanish-Catalan early bilingualism: Two L1s, incomplete acquisition, or acquisition of different contact varieties? Silvia Perpiñán Western University, Canada ([email protected])

This study explores the acquisition of Catalan by Spanish-dominant speakers who are born and raised in Barcelona and have been exposed to Catalan since early childhood. It investigates whether Catalan development in these speakers resembles that of a second L1 or whether it develops similarly to a L2, with potential fossilization. 4:20 – 4:50

Articles in L2 English: Can instruction improve learners’ perception of articles? Noriaki Yusa1 and Neal Snape2 1Miyagi Gakuin Women’s University, 2Gunma Prefectural Women’s University ([email protected])

This study investigates the perception of articles by Japanese learners of English. After a pre-test, instruction was provided to seven participants; another seven participants served as a control group. Post-tests show that the Japanese speakers in the instruction group could better perceive the indefinite article than the definite article.

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Inhibition in linguistic and cognitive contexts as a function of second language proficiency Caitlin Ting and Janet G. van Hell The Pennsylvania State University ([email protected])

Do bilinguals use inhibition from general cognition to juggle their languages? Is it that inhibition varies with second language proficiency? Using linguistic and non-linguistic go/no-go tasks featuring single items, we examined inhibition in Spanish-English bilinguals. Whether general cognition aids in language processing and is modulated by proficiency will be discussed.

L2 Acquisition of psych adjectives in English by Japanese and Spanish speakers Makiko Hirakawa and Kazunori Suzuki Bunkyo University ([email protected])

We investigate L2 acquisition of two types of psych adjectives in English (e.g., embarrassed vs. embarrassing) by Japanese and Spanish (advanced) learners. Results from a picture identification task reveal that both groups of learners have difficulty with the –ing psych adjectives, suggesting that the zero causative morpheme is problematic.

Promoting L2 Chinese development with intelligent computer-assisted language learning Haiyang Ai and Xiaofei Lu The Pennsylvania State University ([email protected])

We report the design of an intelligent computer-assisted language learning (ICALL) system for Chinese. The functionalities of the system, the web and language technology that enables these functionalities, the theoretical considerations of the design, and the pedagogical applications of the system will be discussed.

Morphological awareness and lexical inferencing ability in Chinese as a foreign language Yan Liu Carnegie Mellon University ([email protected])

The study investigated the relationship of morphological awareness (MA) with lexical inferencing ability among 47 college learners of Chinese as a foreign language. Results showed that learners with high and low MA used different lexical inferencing strategies and MA explained 26% of the variance in lexical inferencing ability in Chinese.

Whale and shark or whale and apron: Teaching foreign language vocabulary in semantic groups Kate White The Ohio State University ([email protected])

This study addressed the assumption that teaching words in semantic groups is beneficial for learning, with a methodological focus on processing depth. Russian language-learners at two proficiency levels were taught vocabulary in semantic and mixed groups. The results do not support using semantic groups in vocabulary teaching.

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Use of light verb ‘hay’ in intrasentential code-switching by Korean-English bilingual children Sunny Park-Johnson Purdue University ([email protected])

This paper explores intrasentential code-switching by Korean-English bilingual children. Naturalistic data show that children employ a Korean light verb hay when using English verbs, while this is not permissible with Korean verbs in monolingual grammar. A constraint-free analysis is provided, attributing these patterns to universal mechanisms rather than bilingual-specific constraints.

Saturday, October 20 8:00 – 8:30

“Something I have to get through”: One student’s initial experiences with Italian literature Barbara Bird University of Wisconsin-Madison ([email protected])

Reading literature entails a complex social practice, situated in cultural, linguistic, and historical traditions. This presentation explores one learner’s initial experiences with Italian literature. Theories of literacy, Discourse (Gee), and political consciousness (Freire) inform the analysis of misalignment of values, practices, and goals between this student and her curriculum.

Are all overtly marked features equally easy or difficult to acquire? Jacee Cho University of Wisconsin-Madison ([email protected])

Building on Slabakova’s (2009) claim on degrees of difficulty in L2 feature acquisition in relation to overt/covert marking of features, this study investigates whether all overtly marked features have the same degree of difficulty. Data suggest that overt marking with dedicated morphemes is easier than overt marking with case.

Abstraction-based phonological learning in L2 French Jessica Nicholas1 and Annie Tremblay2 1University of Illinois at Urbana-Champaign, 2The University of Kansas ([email protected])

The present study sheds further light on theories of phonological processing by examining whether English second/foreign language learners of French can learn to use a phonological process for activating and suppressing, respectively, new target and competitor words in an unfamiliar French dialect.

Prenominal adjective order in Chinese and German L2 English writing Stefan Th. Gries1 and Stefanie Wulff2 1University of California, Santa Barbara, 2University of Florida ([email protected])

This paper examines >1,500 corpus attestations of prenominal adjective orderings in Chinese and German ESL writing. Regression analyses considering 12 predictors reveal (i) a better model fit with the Chinese learner data, (ii) similar effects of processing-related predictors, and (iii) divergent effects of phonological predictors in the two learner groups.

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Exploring the sequence effect of input and output on the acquisition of English articles EunYoung Kang Teachers College, Columbia University ([email protected])

This presentation reports on a quasi-experimental study investigating whether the ordering of input and output can affect the learning of English articles. The result showed that an output-input group performed significantly better on post-tests measuring learners’ use of English articles. Implications for teaching and research will be discussed.

Development of pragmatic competence: Refusal strategies in second language learners of Spanish Claudio Eduardo Pinto West Virginia University ([email protected])

The purpose of this study is to examine and compare the development of pragmatic competence by learners of second language in refusal interactions in formal and informal situations. Role-plays were used to measure politeness aspects of students who only had contact with Spanish in a pedagogical environment.

The effects of prior L2 experience and L2 proficiency on L3 blocking and learned processing Sergio Adrada-Rafael Georgetown University ([email protected])

The study investigates whether English speakers with prior experience in a richly-inflected language (L2) evidence blocking of lexical or inflectional information in an L3, and the extent that proficiency in the richly-inflected L2 mediates L3 outcomes. Results show effects for L2 proficiency and type of training (lexical/inflectional) in L3 outcomes.

8:35 – 9:05

“I don’t know how to show you sympathy”: Language learning and emotion in study abroad Janice McGregor The Pennsylvania State University ([email protected])

This paper investigates the role of emotion in the study abroad experiences of one American undergraduate L2 German learner. I examine her conceptualization of emotion in both the L1 and L2 and how these views contribute to her desire to take up L1/L2 subject positions in various communities while abroad.

Online sensitivity to dative and accusative case markers in non-native Spanish Jill Jegerski University of Illinois at Urbana-Champaign ([email protected])

This multi-experiment self-paced reading study compared the online behavior of two different populations of L2 Spanish readers to that of native readers. The results indicate wholly native-like processing of both accusative and dative case markers, although L2 processing appeared to be more dependent on certain syntactic cues like pre- verbal clitics.

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What’s the di-lemma in bilingual language production?: Assessing the role of phonology Wallace Salkauski Florida State University ([email protected])

This study examines the role of environmentally-driven and language-driven phonological distractors in bilingual word production. Second language learners of varying proficiency levels completed two production tasks in which phonological distractors were auditorily presented. The results have significant implications for models of bilingual processing and production.

Conjunctive relationship in ESL academic essays and scholarly publications Jun Zhao Marshall University ([email protected])

Using Systemic Functional Linguistics theory, this study finds out a high frequency of conjunctives and a low frequency of Logical Grammatical Metaphors in 20 ESL graduate writings, in comparison to those in five scholarly publications. Genre theory is suggested as an effective pedagogical practice to help ESL students’ academic writings.

Korean learners’ countability judgments in English: The effects of L1 transfer at the lexical level Grace Amuzie Michigan State University ([email protected])

The current study investigates whether or not Korean speakers’ perception of noun countability in L1 plays a role in their countability judgments and article choices in English. A strong correlation was found between countability judgments in L1 and L2. Learners’ article choice was also affected by countability judgments in L1.

Ping pong vs. pinball: Instructional Conversation as a tool for L2 language development Paula Mellom University of Georgia ([email protected])

Using a socio-cultural perspective of language acquisition to analyze video-recordings of teacher/student interaction during the Instructional Conversation, this paper considers how shifting from the more traditional ping- pong structure (Initiation Response Evaluation sequence) to a “pinball” interaction creates a discursive space which encourages students’ intellectual-linguistic initiative and creativity.

Learning sumimasen in a Japanese-as-a-foreign-language class: A longitudinal study examined from a CA perspective Yumiko Tateyama University of Hawai’i at Mānoa ([email protected])

This study examines how the teacher can utilize what naturally happens in the FL classroom as a pragmatics teaching and learning opportunity, and focuses on Japanese sumimasen in a Japanese-as-a-foreign-language class. Data analyzed from a CA perspective show learners’ increased use of the target pragmatics as the semester progressed.

64 SLRF 2012 | Building Bridges Between Disciplines

The production and perception of English stops in a coda position by Thai speakers Siriporn Lerdpaisalwong and Hanyong Park University of Wisconsin-Milwaukee ([email protected])

This is the study of production and perception of English stops in a coda position by Thai speakers with different lengths of residency (LOR). The study addresses three hypotheses regarding the acquisition of voicing contrast, the relationship between speech production, and perception and the length of learning L2 sounds. 9:10 – 9:40

Developing interculturality: Language and culture learning as social practice Elizabeth Smolcic The Pennsylvania State University ([email protected])

Increasing levels of global migration creates classrooms that are culturally/linguistically diverse where teachers are challenged to interact effectively across cultural frames. Using sociocultural theories of learning, this paper explores a pedagogical intervention to move undergraduate second language students and ESL teacher learners towards awareness of their own developing interculturality.

On the use of case-marking and plausibility information in L2 Korean Myeong Hyeon Kim University of Illinois at Urbana-Champaign ([email protected])

This study investigated sentence processing in L2 Korean. Results from intermediate L2 learners revealed a plausibility effect in SOV sentences, but not in OSV sentences, which L2 learners had difficulty processing. Further research will show whether L2 learners rely more on semantic information than syntactic information compared to native speakers.

Effects of continuing linguistic input on the use of segmentation cues Jui Namjoshi1, Annie Tremblay2, Mirjam Broersma3,4, Sahyang Kim5, and Taehong Cho6 1University of Illinois at Urbana-Champaign, 2The University of Kansas, 3Donders Centre for Cognition, Radboud University Nijmegen, 4Max Planck Institute for Psycholinguistics,5 Hongik University, 6Hanyang University ([email protected])

This study examines whether advanced English L2 learners of French use F0-rise cues to word-final boundaries from the L2 (French) when segmenting an artificial language. Participants also included native French listeners and native English listeners without knowledge of French. Results show that success is modulated by continuing exposure to French.

That-variation in German and Spanish L2 writing: A corpus-based study Stefanie Wulff1, Nicholas Lester2, and Maria Martinez-Garcia3 1University of Florida, 2University of California, Santa Barbara, 3The University of Kansas ([email protected])

This paper presents an analysis of the variable presence of the complementizer “that” in English complement constructions in native speaker, German ESL, and Spanish ESL writing. We discuss the results of a regression model based on 3,622 corpus attestations and 10 predictor variables from the perspective of usage-based construction grammar.

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On two types of nonrestrictive relatives: Syntactic properties and final parsing decisions in L2 French Amandine Lorente Lapole Indiana University ([email protected])

French, unlike English, allows two types of non-restrictive relative clauses that are also morpho-syntactically differentiated. These morpho-syntactic differences are accompanied by distinct attachment preferences in native speakers’ processing. Two experiments test whether L2 learners exhibit these same distinct preferences associated with the computation of the feature composition of the relativizers.

Instructed self-talk for discourse synthesis: Sociocultural theory and imitation Anne Feryok and Gaye Wall University of Otago ([email protected])

This case study, situated in sociocultural theory, is based on a microgenetic analysis of a postgraduate Thai EFL learner’s self-talk during a discourse synthesis task that was part of a four-week intervention. It shows how the learner used different types of imitation while working for different goals.

Relation between English language proficiency and reading outcomes for second language learners attending bilingual schools Doris Baker1 and Yonghan Park2 1University of Oregon, 2Gangneung-Wonju National University ([email protected])

This longitudinal study examines the interaction effect of Spanish reading proficiency and English language proficiency initial status and growth on reading outcomes at the end of second grade for 1255 Latino English learners (ELs). Preliminary findings indicate a significant interaction effect between Spanish reading skills and English language proficiency.

Linguistic and non-linguistic factors affecting /θ/ pronunciation among adult Chinese learners of English Keelan Evanini and Becky Huang Educational Testing Service ([email protected])

This study examines the production of the English phoneme /θ/ by 36 Chinese adult-learners of English in the United States. The study presents a description of the types of substitutions errors that are made, and analyzes the frequency of pronunciation errors in relation to linguistic and non-linguistic factors. 9:45 – 10:15

Reconstruction of identities in a study abroad program Duygu Uslu Ok The University of Texas at Austin ([email protected])

This study explores the experiences of fifteen adult Turkish learners of English in a study abroad program in the US. A qualitative analysis of the result shows how this experience impacted their attitudes towards learning English and their sense of selves as prospective graduate students and language learners.

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Developmental acquisition of the Korean case system: Application of the Processability Theory to acquisition of L2 Korean Ebru Türker1 and Katie Kim2,3 1Arizona State University, 2Georgetown University, 3University of New Hampshire ([email protected])

The current study observed Korean-as-a-foreign-language-learners’ (KFL) acquisition of Korean subject/object particles within Pienemann’s Processability Theory framework. From the longitudinal data, the study identified, regardless of their language background, that all learners tend to acquire the target forms at the lower stage earlier than the forms at the higher stage.

Processability Theory: Production versus reception data Patti Spinner Michigan State University ([email protected])

This study examines whether Processability Theory describes both production and reception data. Ninety-eight ESL learners took a timed aural GJT; a subset of 10 learners also completed an oral interview. Implicational scaling analysis indicates that PT describes the production but not reception data. Implications for PT are discussed.

Predicting ESL examinee writing scores using the Academic Formula List Sarah Goodwin and Scott Crossley Georgia State University ([email protected])

This paper serves two purposes: to investigate AFL formula use in academic writing with a computational analysis that examines the lexical characteristics of texts, and to use that data with a machine learning algorithm to predict scores on ESL academic writing samples scored by trained human raters.

Heritage speakers’ processing strategies and cue recognition in relative clauses Boyoung Kim University of California, San Diego ([email protected])

This study explores Korean heritage speakers’ RC processing in Korean, focusing on a subject/object asymmetry, and their sensitivity to different morphosyntactic cues. The results suggest that heritage speakers behave like native controls when morphosyntactic cues are focused on, but how they coordinate different types of information online seems different.

ELL inclusion in French as a second language: Teachers’ attitudes, perceptions, and expectations Jordana Garbati Western University ([email protected])

This mixed-methods study examines teachers’ perceptions of including English language learners (ELLs) in French as a Second Language (FSL) programs in Ontario. Survey and interview data reveal FSL teachers’ successes and struggles with ELL inclusion. Findings are discussed in relation to positioning, equity and inclusive education, and teacher education.

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Developing transferable reading fluency skills among EFL learners Rory Rosszell Meiji University ([email protected])

Reading fluency development has been neglected by teachers and researchers. Results will be presented from research on the effectiveness of speed reading and repeated reading activities in helping EFL learners to transfer fluency skills to a variety of new passages - each containing a different ratio of lower frequency words.

The alveolar lateral /l/ in the L2 Spanish of adult native English learners Megan Solon Indiana University ([email protected])

This study investigates the acquisition of Spanish /l/ by native English-speaking learners. We measured the F2 of /l/ produced by learners at various levels of study. This acoustic correlate of “velarization” was found to vary at the different levels, allowing us to comment on the path of this segment’s acquisition. 10:20 – 10:50

Socializing into diverse identities through a semester in China Wenhao Diao Carnegie Mellon University ([email protected])

Drawing upon the language socialization paradigm, my paper seeks to understand the dual processes of Mandarin learning and identity formation among a cohort of study abroad (SA) students in China. Based on a 15-week mixed methods study, my findings will provide implications for language socialization and SA researchers.

Poor performance on scrambled Korean OSV sentences by Korean heritage children: Knowledge vs. use? Kitaek Kim, William O’Grady, and Kamil Deen University of Hawai’i at Mānoa ([email protected])

By manipulating context and the prosody of case markers, we show that poor performance on interpreting scrambled sentences by Korean heritage children comes not only from learners’ lack of case marker knowledge, but also to a significant degree from problems in their perception and use of case markers.

Differences in teachers’ ratings of ESL learners’ video and audio recordings Elizabeth Lavolette Michigan State University ([email protected])

I examined teachers’ evaluations of speech recorded by ESL learners and found that teachers rate audio and video recordings differently. I also found that most learners prefer to make audio recordings, while most teachers prefer to rate video recordings. Pedagogical implications are discussed.

68 SLRF 2012 | Building Bridges Between Disciplines

Corpus use in ESL academic writing class: Transitional words in argumentative genre Hui-Hsien Feng and Aysel Saricaoglu Iowa State University ([email protected])

The studies on corpora use in academic writing are limited and mostly on research articles. This study investigates 19 undergraduate ESL learners’ acquisition of transitional words in argumentative essays through a corpus-based activity and their attitudes toward this activity. Data includes pre- and post-surveys, cloze-tests, and essays and written reflections.

Processing Chinese relative clauses in L2 speakers: Evidence from eye-movements Chun-Yi Peng, Ju-Ling Chen, Ming-Da Wu, Shin-Ting Tsai, and Yao-Ting Sung National Taiwan Normal University ([email protected])

This study investigated the processing of Chinese relative clauses in L2 Speakers through eye-movements. The empirical evidence shows that 1) English and Japanese speakers process the Chinese RCs differently, possibly due to the L1 influence; 2) the locality effect was not observed. Such results are in favor of the expectation theories.

Do you understand what I am ‘se’-ing?: Acquisition of L2 Spanish clitic ‘se’ Carolina Bailey University of Wisconsin-Madison ([email protected])

This experimental study investigated the effectiveness of VanPatten’s (1985) Processing Instruction (PI) in Spanish L2 acquisition of the se in passive, middle, and impersonal constructions. Statistical analyses showed that PI helps middles (interpretation and production) and passives (production), but it does not help impersonals.

When language experience failed to explain: Cognitive profile of EFL learners with discrepant reading ability Chieh-Fang Hu Taipei Municipal University of Education ([email protected])

Cognitive correlates of EFL learners with English reading behind that expected from language experience were investigated. The learners were characterized by poorer performances in naming speed, phonological/ morphological awareness, and oral word learning, but not in syntactic and contextual bootstrapping, indicating limitations in lower-level processing can offset the effect of experience.

Perception and production of /l-r/ by Korean speakers learning English and German Laura Catharine Smith and Hyuna Kim Brigham Young University ([email protected])

This study examines the perception and production of Korean learners of the German /l-r/ contrast. Results demonstrate the Korean learners can reliably produce and perceive the German liquid contrast. Influence from the learners’ L2 (English) can be found in production of /r/. Production is also found to exceed perceptual ability.

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2:00 – 2:30

Effect of cognate triggering on processing of sentential codeswitches in Spanish-English bilinguals Kaitlyn A. Litcofsky and Janet G. van Hell The Pennsylvania State University ([email protected])

The triggering theory states that codeswitches are more likely to occur near a trigger word, such as a cognate. This cognate triggering was examined to determine if a cognate trigger could modulate the processing cost seen for sentential codeswitching by measuring self-paced reading times and event-related potentials in Spanish-English bilinguals.

Linguistic annotation of large scale electronic L2 corpora: The EF-Cambridge Open English Learner Database (EFCamDat) Jeroen Geertzen, Dora Alexopoulou, and Anna Korhonen University of Cambridge ([email protected])

We present a new open-access linguistically annotated corpus of L2 English. This 31 million word corpus contains learner language from 700,000 learners, with various L1s, across 12 proficiency levels. We evaluate automated parsing, based on 500+ manually annotated sentences, and discuss specific challenges raised for the annotation of learner language.

Meaning resolution in L2 speech comprehension: Top-down or bottom-up? Anna Lukyanchenko and Kira Gor University of Maryland ([email protected])

The present study investigates the role of bottom-up and top-down information in speech comprehension by highly functional L2 speakers of Russian. The findings reveal a trade-off approach: if bottom-up perception is robust, the context effects are weak; if bottom-up perception is degraded, top-down information dominates.

How many you have?: Tracing the usage-based roots of Wh-question formation in second language learning Søren Wind Eskildsen University of Southern Denmark ([email protected])

This paper draws on usage-based linguistics and conversation analysis to investigate the roots of Wh-question formation in second language (L2) learning. Using longitudinal interactional data, the paper shows that the emergence of Wh-question formation in English L2 is exemplar-based, non-linear, and interactionally contingent.

Language learning abroad: Mediating learner intercultural competence during study abroad Michelle Pasterick and Matthew Poehner The Pennsylvania State University ([email protected])

This study examines ways in which mediation through an online course blog may support the development of intercultural competence in pre-service world languages teachers studying abroad. Specifically, the blog creates an environment for critical dialoging and reflection and in some cases re-orients student actions in the target community.

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Working memory and second language learning, comprehension, and production: A meta-analysis Jared Linck1, Peter Osthus2, Joel Koeth2, and Michael Bunting1 1University of Maryland Center for Advanced Study of Language, 2University of Maryland ([email protected])

This paper presents a meta-analysis of the association between WM and L2 processing and/or L2 proficiency, with preliminary analyses indicating a positive relationship (estimated ρ = .24, SE = .03). Planned analyses will examine participant characteristics, WM measure features, and criterion measure factors as potential moderators of the relationship.

Native and nonnative processing of regular and irregular English verbs Wen-Hsin Chen Michigan State University ([email protected])

The present study used masked visual priming with a lexical decision task to investigate the processing of regular and irregular English verb forms in both native and nonnative speakers (L1 Korean or Chinese). Results showed that the L2 learners process regularly inflected past-tense verbs like the native English speakers. 2:35 – 3:05

What ERPs tell us about asymmetries in bilingual translation Rhonda McClain and Judith Kroll The Pennsylvania State University ([email protected])

The bilingual translation asymmetry is typically observed as faster latencies for backward compared to forward translation. In translation-Stroop paradigms, which introduce semantically related or unrelated information during translation, the asymmetry reverses. We used ERPs and behavioral measures to investigate potential differences in direct semantic mediation during the translation-Stroop task.

The speech accent archive: How to build an L2 phonology corpus Steven Weinberger George Mason University ([email protected])

This paper discusses the architecture and the collaborative methodology behind the speech accent archive, a growing annotated corpus of L2 speech samples from hundreds of non-native speakers of English. We evaluate our current practices and suggest a formulation of a set of best practices for online L2 phonology databases.

Does misperception necessarily lead to inaccurate production in non-native phonological acquisition? Jeffrey Steele University of Toronto ([email protected])

The hypothesis that inaccurate perception results in non-target-like production was tested via a study of the perception and production of French stop-liquid clusters (e.g., prix, plie) by Mandarin-speaking learners. While epenthesis and deletion were observed in both perception and production, no correlation was found between the two.

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L2 processing of wh-dependencies in native and second language speakers: An event-related potential study Andrea Dallas, Gayle DeDe, and Janet Nicol University of Arizona ([email protected])

Event-related potentials were used to investigate online processing of complex sentences containing wh- dependencies by late-learning L2 English speakers with a Chinese L1 background. Proficiency differences also were examined in order to test whether advanced learners are capable of processing these types of structures in the same manner as native speakers.

Exploring the relationship between reported social interaction and gains in communicative abilities during study abroad Ashlie Henery and Barbara Freed Carnegie Mellon University ([email protected])

Despite the enduring belief of its benefit, the study abroad (SA) context has proved to be a complex environment for language learning. The current study explores the relationship between SA students’ developing abilities to realize three communicative functions and self-reports and evaluations of their experiences interacting with native speakers.

Individual differences in second language aptitude, working memory, and awareness Daniel Jackson University of Hawai’i at Mānoa ([email protected])

This study built on recent views of second language aptitude to investigate the role of individual differences in awareness. Employing an observational design, it examined the relationship between potential predictor variables and self-reported awareness of artificial language input. Preliminary analyses suggested an association between working memory measures and awareness scores.

L2 processing of English phrasal verbs Laura Gonnerman and Mary-Jane Blais McGill University ([email protected])

We tested L2 English speakers’ processing of verb-particle constructions (e.g., finish up vs. chew out), using both off-line and on-line tasks. Bilinguals showed less agreement than monolinguals in their semantic similarity ratings, but effects parallel to monolinguals in the priming task, indicating sensitivity to semantic similarity at an implicit level. 3:10 – 3:40

The translation frequency effect in second language word recognition Nan Jiang1 and Taomei Guo2 1University of Maryland, 2Beijing Normal University ([email protected])

Chinese-English bilinguals were asked to perform a lexical decision task on English words whose Chinese translations differed in frequency. They produced a translation frequency effect in that they responded to English words with higher-frequency Chinese translations faster. The significance of this finding for understanding L2 word recognition is discussed.

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Large-scale corpus analysis of Korean learners of English segmental errors Anna Fowles-Winkler and Kadri Hacioglu Rosetta Stone ([email protected])

This large-scale speech corpus study presents a unique clustering analysis that contributes to existing work on common phonological errors by Korean learners of English, finding that the most frequent errors were with unstressed vowels. These findings provide insight for improving remediation techniques in the classroom and with automated instruction programs.

The effect of context predictability on understanding speech in noise by native and nonnative listeners Kira Gor and Anna Lukyanchenko University of Maryland ([email protected])

The present study compares understanding of speech in noise by L2, heritage, and native speakers of Russian with the goal to reveal how the level of noise (high vs. low) and context predictability (high vs. low) affect their top- down mechanisms of speech comprehension.

Wh-existential shenme: A comparative study of English-Chinese and Korean-Chinese interlanguages Wei Chu and Bonnie D. Schwartz University of Hawai’i at Mānoa ([email protected])

Using a picture-based contextualized multiple-choice task, this study investigates the consequence of L1 lexical properties on the acquisition of wh-existential shenme vis-à-vis wh-interrogative shenme in L2 Chinese. Results from beginning-through-advanced English and Korean L2ers of Chinese pinpoint the primary source of the L2 difficulties to transfer of L1 lexical knowledge.

A longitudinal investigation of L1 and L2 use during residence/study abroad Kevin McManus and Nicole Tracy-Ventura University of Southampton ([email protected])

This study tracks 38 British university students before, during, and after their ‘year abroad’ in France and Spain. Both quantitative and qualitative methods were used to investigate the relationship between L1 and L2 use over time, and development in the target language. Findings are also compared across host countries.

Working memory and training enhance morphological processing in beginning L2 learners Melisa Dracos The Pennsylvania State University ([email protected])

This study examined the role of working memory and form-focused training on English-Spanish learners’ ability to overcome L1-based learned attentional biases and process L2 morphological cues. Pretests/posttests (self-paced reading and cue reliance tasks) and training scores revealed significant effects of working memory and instruction on processing and learning verbal morphology.

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The effects of sentence contexts on L2 lexical processing Eileen Fancher Florida State University ([email protected])

Past research on bilingual lexical processing has shown that both languages are active even when reading in only one language. Since not all sentence contexts are the same, this study gives preliminary results on an experiment investigating how semantic and syntactic sentential cues affect L2 lexical processing. 3:45 – 4:15

Declarative and procedural memory as individual differences in second language acquisition Kara Morgan-Short1, Mandy Faretta-Stutenberg1, Katherine A. Brill1, Helen Carpenter2, Patrick C. M. Wong3 1University of Illinois at Chicago, 2Upper-Story Educational Services and Consulting, 3Northwestern University ([email protected])

This study examined declarative and procedural memory as individual differences that may account for variation in L2 attainment. Results indicated that declarative memory accounted for syntactic development at early stages of acquisition whereas procedural memory accounted for development at later stages. Theoretical implications of these findings will be discussed.

How translation status affects intra-word sense relatedness Tamar Degani1 and Natasha Tokowicz2 1University of Haifa, 2University of Pittsburgh ([email protected])

Judgments of semantic relatedness of two senses of an ambiguous English word (e.g., dinner date - expiration date) seem to depend on whether these two senses are captured by a single or multiple translations in the bilinguals’ first-language, Spanish. These findings demonstrate cross-language influences for intra-word senses.

On the perception of gay-sounding male speech by non-native speakers of English Tim Poepsel1, Chip Gerfen1, and Matthew Carlson2 1The Pennsylvania State University, 2University of Texas at El Paso ([email protected])

We investigate how L2 speakers of English perceive and acquire sensitivity to a linguistic stereotype (gay-sounding male speech) in American English. We find differences between non-native and native sensitivity to acoustic and lexical correlates of this stereotype. The degree of these differences is modulated by age-of-acquisition and length of immersion.

Investigating the development of L2 sound perception by learners of Spanish Manuel Díaz-Campos and Avizia Long Indiana University ([email protected])

The present study proposes a cross-sectional, experimental study of the perception of a broad inventory of Spanish sound classes by native English-speaking learners.

74 SLRF 2012 | Building Bridges Between Disciplines

Input, transfer, and task-induced effects in the L2 acquisition of complex constructions Juana Liceras, Anahí Alba de la Fuente, and Lia Walsh University of Ottawa ([email protected])

German and Czech medial wh-questions have been shown to occur in English and Spanish non-native grammars even though neither input nor transfer could account for their presence. We administered an acceptability judgment task to English and Czech speakers learning German and Spanish to provide an explanation for this occurrence.

Testing the effects of a year abroad on L2 Chinese Clare Wright and Alex Ho-Cheung Leung Newcastle University ([email protected])

Study abroad for a group of eleven UK L2 Chinese students was found to favor significant improvements in language use (speech rate, writing output) rather than grammatical accuracy in spoken or written production; variation in use of Chinese during study abroad did not significantly correlate with individuals’ improvement.

Cognitive correlates of grammatical competence in SLA: Evidence from L2 Korean Sun-Young Lee1, Youngjoo Kim2, and Juno Baik2 1Cyber Hankuk University of Korean, 2Kyung Hee University ([email protected])

This paper investigates cognitive correlates of grammatical competence in L2 Korean. An experiment conducted with 24 English-speaking learners of Korean measuring their abilities of phonological coding, language analysis, working memory span, grammaticality judgment, and global proficiency found that the phonological coding was an important cognitive factor in learning L2 Korean.

Going native: Using L2 verb bias information during online sentence processing Amelia J. Dietrich and Paola E. Dussias The Pennsylvania State University ([email protected])

We investigated whether verb bias information from the L1 is activated and used during L2 sentence processing. Preliminary findings indicate differences between native speakers and high proficiency bilinguals as compared to lower proficiency bilinguals, which are modulated by differences in L2 proficiency and verb bias information from the two languages. 4:20 – 4:50

Implicit learning in SLA: The tales of two methodological approaches or process versus product Ronald Leow Georgetown University ([email protected])

There is currently a debate in the SLA field over whether learning takes place among unaware learners. This presentation provides a critical review of recent studies purporting to have investigated the construct unawareness in L2 learning and urges caution in studies’ interpretations of what comprises implicit learning in SLA.

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Grammatical and pragmatic assessment of the L1 and L2 use of schizophrenic bilinguals Simone Conradie, Mathilda Smit, Janina Theron, and Renata Schoeman Stellenbosch University ([email protected])

We collected samples of the L1 Afrikaans and L2 English use of four schizophrenic bilinguals exhibiting differential symptomatology. A grammatical analysis showed semantics to be the locus of language-related symptoms in schizophrenia. A pragmatic assessment also indicated pragmatic deficits but failed to provide insight into the phenomenon of differential symptomatology.

The relationship between perception of sociophonetic variants and comprehension of dialectal speech by L2 learners Lauren Schmidt University of Missouri-St. Louis ([email protected])

This study explores the relationship between L2 perception of sociophonetic variants and comprehension of dialectal speech. Results from two tasks find an advantage in identification of dialectal real words over dialectal sounds, suggesting the use of additional listening strategies (beyond target-like allophonic associations) when accessing lexical items with unfamiliar sounds.

Nonnative listener perception: VOT in the interlanguage Elena Schoonmaker-Gates Elon University ([email protected])

This study investigates L2 learners’ use of voice-onset time (VOT) in assessing degree of foreign accent in Spanish. It aims to further our understanding of the learners’ knowledge of VOT in the L2 and discusses the role of VOT in foreign accent perception in general.

Rethinking filler-gap dependency processing in Mandarin Chinese: Psycholinguistic evidence from L1 and L2 settings Yun Yao University of Illinois at Urbana-Champaign ([email protected])

This study investigated how native and nonnative speakers of Chinese resolved ambiguity that involves filler-gap dependencies by using an online self-paced reading task and an offline questionnaire. The results showed that learners displayed different parsing preferences and found ORCs difficult to process, which is compatible with the Shallow Structure Hypothesis.

The effects of working memory and study abroad on processing redundant L2 subject-verb cues Ryan LaBrozzi Bridgewater State University ([email protected])

This research examines which cues (subject pronouns or verbal morphology) L2 learners with and without a study abroad experience rely on when processing sentences with subject-verb disagreement. Working memory capacity is also considered, as it may play a role in L2 cue selection.

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On the complementary effects of crosslinguistic similarity and cognitive processing capacity on L2 intake Scott Jarvis, Jessica Hill, Ramyadarshanie Vithanage, Tetyana Dovbnya, and Lu Cao Ohio University ([email protected])

This paper investigates the effects of crosslinguistic similarity and working memory capacity on Chinese ESL learners’ ability to process L2 input efficiently and retain it accurately in sentence-comprehension and elicited- imitation tasks. Results show that the effects of working memory vary with proficiency, whereas those of crosslinguistic similarity are consistently strong.

Self-paced reading and verb production as converging measures of L2 verb conjugation learning Nora Presson, Nuria Sagarra, and Brian MacWhinney Carnegie Mellon University ([email protected])

Training typing conjugated Spanish verbs early in undergraduate instruction led both to more accurate typing production and also to faster self-paced sentence reading at and after the verb. The self-paced reading paradigm serves as converging evidence of improvement in conjugation and reflects the efficacy of conjugation practice early in instruction. Sunday, October 21 8:00 – 8:30

Pitch gestures enhance Mandarin lexical tone perception and word learning Laura Morett and Li-Yun Chang University of Pittsburgh ([email protected])

This study examined the effects of different gesture types on the acquisition of Mandarin lexical tones by English speakers. The results indicate that, relative to iconic gestures and no gestures, pitch contour gestures facilitate lexical tone identification and differentiation between the meanings of words differing only in tone.

Writing poetry in a second language: Descriptive data from a poetry corpus of study abroad L2 writers David Hanauer Indiana University of Pennsylvania ([email protected])

This study utilizes a descriptive corpus linguistic approach to analyze a corpus of 844 poems written by 81 second language, study abroad students. The corpus was constructed from an in-class poetry writing assignment. The analysis reveals L2 poetry as short, using high-frequency vocabulary, self reflective, emotive, and employing poetic features.

Japanese-English bilinguals’ construal of novel verbs Haruka Konishi Univeristy of Delaware ([email protected])

Languages encode events differently in their verbs. English encodes manner of motion while Spanish encodes path. This study investigates verb construal in Japanese-English late bilinguals. Bilinguals showed differences compared to monolingual native speakers of both languages. Cross-linguistic influence does not necessarily lead to a convergence of L1 and L2 patterns.

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Language play in a Spanish foreign language classroom Shawn Loewen and Scott Sterling Michigan State University ([email protected])

In this exploratory study, we investigate the number of language play events engaged in by a Spanish as a foreign language teacher in over 24 hours of class time. Results show that the instructor often utilized language play and that students followed along by either laughing or engaging with it.

Transfer in a bilingual child’s phonological development Elena Babatsouli1 and Ulrike Gut2 1University of Crete, 2University of Muenster ([email protected])

Transfer from L1 Greek to L2 English is examined during a bilingual child’s phonological development from age 2;5 to 5;6. A CLAN database reveals that transfer occurs from the beginning for target consonants and their developmental substitutes, both transfers found matching adult L2 interlanguage. 8:35 – 9:05

“Chin goes down; voice goes up:” Gesture in teaching L2 pronunciation Tetyana (Tania) Smotrova The Pennsylvania State University ([email protected])

The purpose of the present study is to examine the role of teachers’ and students’ gestures in teaching and learning English pronunciation. Results suggest that gestures can serve as a pedagogical tool for mediating the learners in accomplishing the task of identifying syllables and stress.

The challenge of Spanish clitic acquisition: Aural vs. visual processing Aroline Seibert Hanson1, Chip Gerfen1, and Matthew T. Carlson2 1The Pennsylvania State University, 2The University of Texas at El Paso ([email protected])

We examined three factors’ contributions to L2 processing of Spanish clitics: L1 (i.e., transfer), learners’ proficiency, and task modality (aural vs. visual). We found a main effect for L1 in listening but not in reading, suggesting transfer plays a stronger role in L2 aural processing than in L2 visual processing.

The role of awareness and proficiency at the syntax-pragmatics interface: L2 Spanish deictic verbs Silvia Marijuan Georgetown University ([email protected])

Advanced and Intermediate L2 Spanish learners (N=50) completed a production and comprehension task on Spanish deictic verbs under different attentional conditions (+/- contextual cues) while thinking aloud. Results suggest that, whereas experimental conditions showed no effect over time, proficiency and awareness appear to play a role in the processing of these verbs.

78 SLRF 2012 | Building Bridges Between Disciplines

Language teaching over time: Graduate instructor in-class cognition and behavior Laura Gurzynski-Weiss Indiana University ([email protected])

This longitudinal project investigates the factors that influence graduate student instructor’s cognition and teaching behavior related to feedback provision and use of tasks in Spanish foreign language classrooms. The dataset includes background and belief questionnaires, teaching journals, classroom recordings, and stimulated recalls collected from graduate students over a two-year period.

The effects of orthographic depth on English L2 reading comprehension Christina Hostetler Ball State University ([email protected])

This paper describes a psycholinguistic research study on the effects of orthographic L1 transfer on Mandarin and Arabic speakers learning English. The study looked at vocabulary development and skills in relation to orthographic systems. 9:10 – 9:40

The role of speech-gesture interface in ELF speaker interaction Yumi Matsumoto The Pennsylvania State University ([email protected])

This study investigates the role of speech-gesture interface in a dyad of English as a lingua franca speakers that took place in an international graduate-student dormitory in an American university. The analysis demonstrates that they utilize gesture synchronized with speech, which plays a salient role in developing effective communicative strategies.

The effect of animacy on pronominal object clitic distinction in L2 Spanish Michael Olsen and Alan Juffs University of Pittsburgh ([email protected])

This study provides evidence from different task types that animacy is a salient cue used in the initial development of a grammar of L2 Spanish clitics despite classroom instruction. Only later do learners begin using cues that native speakers use (case) to make POC distinctions.

What happens in interaction stays in interaction? Learning gains from preemptive and reactive form-focused episodes Florencia Henshaw University of Illinois at Urbana-Champaign ([email protected])

This study compares the effects of preemptive and reactive form-focused episodes (FFEs) in terms of learning gains. Participants were 16 L2 learners of Spanish engaged in a collaborative writing task. The targets of the FFEs from the audio-recorded interactions were traced in immediate and two-week delayed post-treatment individual writing tasks.

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What happens when Chinese students work with their Chinese advisors in a US university? Ying-Hsueh Cheng The Ohio State University ([email protected])

This study examines the language uses and working relationships between nine Chinese-speaking all-but- dissertation students and their Chinese advisors in sciences at a US university. I draw on these concepts for analysis: Gee’s (1999) concept of Discourse and Lave and Wenger’s (1991) legitimate peripheral participation.

An evaluation of hesitation phenomena as measures of second language proficiency and fluency Ralph Rose Waseda University ([email protected])

This presentation reports on a new corpus designed to examine the comparative use of hesitation phenomena in L1 and L2 speech. Results show that word and silent pause duration, but not speech rate nor silent pause rate, are reliable predictors of L2 proficiency. Filled pause features are also reliable predictors. 9:45 – 10:15

Can gestures make implicit feedback more effective? Acquisition of L2 grammar in the ESL classroom Kimi Nakatsukasa Michigan State University ([email protected])

Thirty low-intermediate ESL students participated in the communicative tasks targeting regular past tense and locative prepositions, and received either recasts or recasts with pedagogical gestures. The latter condition improved more than the former in the posttests. The interview revealed that the gestures made the linguistic targets more salient.

Korean ESL learners’ English plural inflection processing Yoonsang Song Georgetown University

([email protected]) This study investigates whether L2 learners can acquire inflectional morphology in the target language by testing Korean ESL learners’ (in)sensitivity to plural inflection errors in English. The results show that Korean ESL learners can acquire English plural inflection, and their processing of plural marking does not qualitatively differ from natives.

Using online corpus tools and other web-based resources for supporting ESL students’ academic writing Choongil Yoon Ontario Institute for Studies in Education of the University of Toronto ([email protected])

The present study traces how five Korean ESL graduate students use a suite of online language reference resources (corpora, Google, dictionaries, etc.) in solving problems they encounter over the entire course of completing a major writing assignment. Particularly it looks into the purposes and strategies for participant’s reference resource consultation.

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Concept appropriation and the emergence of L2 sociostylistic variation Rémi Adam van Compernolle Carnegie Mellon University ([email protected])

This study explores the dynamic relationship between the conceptual knowledge of language and the emergence of sociostylistic variation L2 speech. The analysis centers on learners’ orientations to scenarios to be performed as spoken-interactive tasks, their use of sociolinguistic forms in performance, and the emergence of mediated and independent performance abilities.

Using elicited imitation tasks to measure spoken language proficiency Nicole Wilson1,2 and Alistair Van Moere2 1University of California, Santa Cruz, 2Pearson ([email protected])

We present data from two original studies to help answer the following research questions: “To what extent does performance on elicited imitation tasks generalize to performance on spontaneous speech production?” and “Which elicited imitation task - immediate vs. delayed repeat - is best for separating test-takers according to overall oral proficiency level?” 10:20 – 10:50

Mental and visual images: Links to L2 vocabulary acquisition Chesla Ann Bohinski Binghamton University ([email protected])

Four L2 intact classes utilize the keyword and visual support methods to learn Spanish concrete nouns. Quantitative results indicate that the use of mental or visual images increase learners’ knowledge of form, meaning, and use of L2 vocabulary. Qualitative analyses show that participants’ treatment experiences influence preferences for each method.

Embodied experiences in second language learning of modal verbs Sakol Suethanapornkul Chulalongkorn University Language Institute ([email protected])

Modal verbs are difficult for second language (L2) users. This study presents empirical evidence that embodiment facilitated L2 learning of English modal verbs. Participants (L1 = Thai, N = 59) who simply manipulated characters on a computer showed similar gains on the test as those having a traditional speech-act instruction.

Acquisition of number (plurality) morphology in L2 English Gonzalo Campos-Dintrans Catholic University of America ([email protected])

This study is a generative approach to L2 acquisition of plural morphology at the morphosyntax-phonology interface. It tests syntactic representational deficits accounts (e.g., Hawkins & Liszka, 2003), and claims of syntactic convergence that appeal to phonological transfer to explain variable L2 morphological suppliance (e.g., Goad & White, 2006; Lardiere, 2009).

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Noticing the gaps in L2 collaborative writing with Googledocs Janaina Weissheimer1 and Joara Martin Bergsleithner2 1Federal University of Rio Grande do Norte, 2Federal University of Brasilia ([email protected])

This study aimed at investigating the impact of collaborative writing with Googledocs on learners’ development of grammatical accuracy and complexity in an academic semester. Results were interpreted as evidence that technology-enhanced writing practice may have allowed learners to notice their mistakes and gaps in production and to correct them effectively.

“French used to be my big love...” Towards a sociocultural perspective on advanced language proficiency Matthias Grein University of Hamburg ([email protected])

This study investigates advanced language proficiency as a sociocultural achievement, focusing on the role of agency. Based on an interactional and narrative analysis of two interviews with advanced multicompetent learners, for the development of motivation and agency I consider institutional access to be more important than actual language proficiency.

Development of direct assessments: Spoken L2 abilities Victor van Daal1 and Patrick Snellings2 1University of Stavanger, 2University of Amsterdam ([email protected])

It was examined how we best can measure in a direct way spoken L2 abilities. Direct and indirect measures were compared. 11:10 – 11:40

Frequency effects or context effects in second language word learning: What predicts early lexical production? Scott Crossley1, Nicholas Subtirelu1, and Tom Salsbury2 1Georgia State University, 2Washington State University ([email protected])

We examine the predictive properties of word frequency and contextual factors for L2 word production. Using lists of highly frequent nouns and verbs from L1 and L2 speech, we found early production of nouns was predicted by word frequency, whereas early production of verbs was best predicted by contextual diversity.

Evidence for the processing of the gender feature in second language Hindi Claire Renaud and Lauren Covey Arizona State University ([email protected])

The debate around the accessibility of uninterpretable features in second-language acquisition is examined by testing gender agreement on attributive adjectives—a feature absent in the English grammar. English learners and native speakers of Hindi completed a self-paced moving-window judgment task. Acceptance rates and reading times are discussed.

82 SLRF 2012 | Building Bridges Between Disciplines

Clarification of semantic category effects in L2 vocabulary acquisition: Evidence from learning different semantic categories Roman Chepyshko Michigan State University ([email protected])

In this presentation I report on the experimental study investigating immediate and delayed effects of learning L2 vocabulary in different kinds of semantic categories. The findings suggest a dual nature of semantic category effects offering a refined view of the phenomena.

Animacy and concreteness in young children’s second language vocabulary acquisition Francois Pichette Université du Québec (Téluq) ([email protected])

This study compares the acquisition by 25 French-speaking children aged 3 to 5 of 57 animate and inanimate concepts in English, presented through stories and songs. Results show significantly higher recall for animate concepts, and stress the need for a high number of occurrences to achieve significant recall.

Effects of input pitch eight on L1 vs. L2 reproduction of Mandarin tones Yung-Hsiang Shawn Chang University of Illinois at Urbana-Champaign ([email protected])

Acoustic variability of stimuli is highly valued in second language speech learning. The findings of this study, however, suggest that for novice learners of a tone language like Mandarin, reduction of stimulus variability by using stimuli produced by speakers of their gender may facilitate novice learning.

Opinion exchange in French conversation Elizabeth Knutson United States Naval Academy ([email protected])

This qualitative study, based on a corpus of eight informal native speaker conversations, is an investigation of the frequency, manner, and function of expressing opinions in French conversation. The researcher analyzes the interactional environment of opinion exchange and discusses the implications of the findings for classroom instruction.

Promoting oral proficiency gain in study abroad homestay placements Francesca Di Silvio and Margaret Malone Center for Applied Linguistics ([email protected])

This paper describes a study investigating an intervention to promote oral proficiency gain in study abroad homestays. Host families in Peru, Chile, China, and Russia were trained in strategies to increase meaningful host- student conversation (n=30 per language). Quantitative and qualitative analyses examine language gains compared to a control group (n=20).

83 SLRF 2012 | Building Bridges Between Disciplines

11:45 – 12:15

Effects of task type and learners’ performance on foreign language vocabulary acquisition Ayman Mohamed Michigan State University ([email protected])

This study follows the incidental development of Arabic language learners’ vocabulary knowledge through their performance in word-focused tasks. Drawing upon the involvement load hypothesis, results point to differential effects of task demands, learners’ performance, and proficiency on incidental vocabulary acquisition. Suggestions for hypothesis reformulation and practical implications will be discussed.

Which features are easier to reassemble: The case of L2 Spanish gender and number Mila Tasseva-Kurktchieva University of South Carolina ([email protected])

We test the L2 acquisition of the gender and number features in Spanish. Two sets of experiments show that learners comprehend the feature number better than gender but produce gender better than number. These results challenge some current theories of L2 acquisition, such as Lardiere’s (2009) feature reassembly proposal.

Mental imagery in second language processing Sun Young Ahn, Nan Jiang, and Peter Osthus University of Maryland ([email protected])

This study investigated the extent of conceptual activation during L2 processing. Thirty-eight L2 English speakers were compared with 18 L1 English speakers on a picture-recognition task. The picture-sentence congruency effect was found in the advanced L2 group and the L1 group but not in the intermediate L2 group.

“This will help you…”: A corpus-based analysis of demonstratives in interlanguage written discourse Alfredo Urzua University of Texas at El Paso ([email protected])

This presentation reports on an analysis of demonstratives in a corpus of 294 essays written by Spanish-speaking learners of English at two different levels of proficiency. A frequency analysis focusing on anaphoric markers is conducted, as well as a qualitative analysis to determine recurrent functional patterns in written discourse.

Cross-linguistic perception of Thai tones Vance Schaefer and Isabelle Darcy Indiana University ([email protected])

The perception of non-native Thai tone is shaped by L1-differences in functional prominence to signal lexical contrast: Mandarin (high prominence), Japanese (intermediate), English (reduced), and Korean (low). Non-native listeners of each L1 conformed to the predicted accuracy hierarchy, and also differed in their ability to track pitch height or direction.

84 SLRF 2012 | Building Bridges Between Disciplines

Negative polarity items (NPIs) in heritage Korean: Language maintenance and transfer Sok-Ju Kim The University of Kansas ([email protected])

Heritage Korean speakers fully acquire an English-Korean shared property of local licensing of object NPIs and Korean-specific property of the presence of the subject NPIs. However, they show potential transfer effects from English in long-distance licensing of the embedded object NPIs. Age effects between heritage speaker groups were not found.

Degree of foreign accent in a foreign language: Effects of ethnic/cultural group factors Carla Andrea Pastorino Campos Concordia University ([email protected])

This study seeks to investigate the effect of ethnic/cultural factors in the degree of foreign accentedness in Argentina, a context in which, contrary to those previously studied, English is not likely to be perceived as a threat to the local language, Spanish. 12:20 – 12:50

Effects of immediate task repetition, prompt type, and time pressure on repeated retrieval of vocabulary Nel de Jong1 and Jon-Michel Seman2 1VU University Amsterdam, 2University of Pittsburgh ([email protected])

The current study suggests that immediate repetition of communicative tasks can promote repeated retrieval of lexical items. The number of repeated words was not affected by time pressure. More words were repeated with picture story prompts than with topic prompts.

The impact of task demands on markedness in native and non-native Spanish Beatriz López Prego and Alison Gabriele The University of Kansas ([email protected])

The study investigates the sources of morphological variability in gender/number agreement in learners of Spanish. The results are discussed in terms of markedness, task demands, and L1/L2 differences with regards to: presence/ absence of L2 features in the L1; morphological realization of the features; contexts in which the features are realized.

Predictors of native-like lexical categorization in Chinese learners of English Benjamin Zinszer and Ping Li The Pennsylvania State University ([email protected])

Chinese-English bilinguals in China and the US perform a picture naming task in each of their languages. Their naming patterns are compared with monolingual norms, and new predictors from the learners’ history and behavior are used to develop a statistical model of lexical category development in L2 learning.

85 SLRF 2012 | Building Bridges Between Disciplines

Unpacking L2 input robustness in ESL textbooks: A corpus analysis Adrienne Wai Man Lew Teachers College, Columbia University ([email protected])

This study examines how the robustness of form-meaning-function connections in pedagogic input constitutes the learning difficulty of L2 features. Exemplars from an ESL textbook corpus were analyzed (i) by the type and token frequencies of the target feature’s structural properties, then (ii) by the distributional properties of its discourse functions.

The acquisition of Japanese pitch accent by native English speakers Tokiko Okuma McGill University ([email protected])

This study investigates how L1 English speakers acquire Japanese pitch accents, in spite of the prosodic differences between English and Japanese. The production experiment suggests that modification of existing prosodic constituents (PWds) is acquirable at early stages of development, whereas elimination of existing prosodic constituents (feet) is more problematic.

Language transfer in the acquisition of Brazilian Portuguese as a third language Helade Santos University of Illinois at Urbana-Champaign ([email protected])

This study investigates whether (perceived) similarity between languages or of previously acquired languages play a more relevant role in processes of language transfer in L3 acquisition. This is done by examining the acquisition of Brazilian Portuguese as L3 by L1 English/L2 Spanish and L1 Spanish/L2 English speakers.

Learning from detailed traces: The effects of immersion on L2 phonological development Alfonso Morales-Front, Charles Nagle, Colleen M. Moorman, and Cristina Sanz Georgetown University ([email protected])

This study examines L2 phonological development in an immersion context. Participants completed production tasks before and after the program with lists of more/less frequent words. Improvements in L2 pronunciation will follow lexical diffusion (Bybee, 2002): frequent words will show variants that approximate more to the target than less frequent words. 12:55 – 1:25

The effects of textual enhancement on the acquisition of novel Spanish vocabulary words Jocelyn Barbosa and Ryan LaBrozzi Bridgewater State University ([email protected])

This research examined flashing as a form of textual enhancement on pictures or words, and found that word flashing positively affected L2 acquisition of novel vocabulary words and overall reading comprehension. However, it was only effective for first and second semester learners, and not for third or fourth semester learners.

86 SLRF 2012 | Building Bridges Between Disciplines

Devoicing of English word-final stop consonants by Bulgarian native speakers in interlanguage Jenia Ivanova University of Utah English Language Institute ([email protected])

The present study investigates the production of English final voiced stops by Bulgarian native speakers and the effects of the place of articulation and the height of preceding vowel on devoicing of final stops. Results indicated significant devoicing of voiced stops that differs depending on their bilabial, alveolar, or velar position.

Semantic category interference is similar for L1 and L2: Evidence from behavioral and electrophysiological data Robert Marker, Peiyao Chen, Eleonora Rossi, Judith Kroll The Pennsylvania State University ([email protected])

In this study we utilize behavioral and electrophysiological measures to examine the time course of the semantic category interference effect in both monolinguals and bilinguals. We discuss what implications our results have for the interpretation of the effect and for the consequences of cross-language activation for lexical selection in production.

Phonological and phonetic aspects of the L2 acquisition of French and Spanish stress Laura Colantoni, Olivia Marasco, Jeffrey Steele, and Simona Sunara University of Toronto ([email protected])

English-speaking learners were tested on the placement and phonetic realization of French and Spanish stress via two reading tasks. Learners of Spanish were more accurate with stress placement, and their production alone showed vowel reduction (larger stressed-to-unstressed vowel duration ratio than native speakers; centralization of point vowels).

Cross-linguistic transfer and L1 change: The case of Russian-English bilinguals Ludmila Isurin The Ohio State University ([email protected])

The study looks at first language changes in 30 Russian-English bilinguals speaking English and residing in the US. Semi-structured narratives of bilinguals compared with those of 20 Russian monolinguals registered changes concerning inverse word order, existential structures, and null subject. The results are discussed within the framework of cross-linguistic influence.

Diffusion of information in ESL learners’ message relay activities and the effect of video replay Eunmee Lee Midwest University ([email protected])

Repeated message-relay activities conducted among 30 international ESL learners reveal speakers’ common errors across different proficiency levels, the supportive effects of video-replay, and speakers’ self-regulatory and scaffolding discourse patterns. This study also extends the scope of Vygotskian sociocultural framework into the application of video-recording and replaying in the classroom setting.

87 SLRF 2012 | Building Bridges Between Disciplines

Poster Session I Friday, October 19 – 1:30-3:05 – Rangos 1

Effects of L1 phonology on bilingual speech perception: Evidence from priming Drew Trotter Michigan State University ([email protected])

We use a lexical decision task to explore the nature of phonological representations and interactions of L1 and L2 phonology in early English-Arabic bilinguals. Specifically, the task probes the extent to which L1 and L2 representations are independent of one another.

Cross-language prediction of reading: Does it depend on shared structures? Pi-Han Chang1 and Chieh-Fang Hu2 1National Taiwan Normal University,2 Taipei Municipal University of Education ([email protected])

The study investigated additional contributions made by English meta-linguistic awareness to predicting Chinese character reading among first- and fifth-grade Chinese-English bilinguals. Awareness of English derivations, but not English compounds, significantly predicted Chinese character reading beyond Chinese meta-linguistic awareness, indicating transfer does not depend on shared compounding structures between languages.

The effect of output practice types on the acquisition of lexical items Yan Huang Nanjing University ([email protected])

In an effort to understand better the conditions under which output practice may facilitate L2 development, this study examined the impact of four types of output practice on the acquisition of different aspects of lexical knowledge. The results indicated some constraints and potentials of output practice in promoting lexical development.

Kindergartners learning French: Making the case for exploratory world language education in Catholic elementary schools Brigid Burke and Eric Howard Bowling Green State University ([email protected])

This case study examined the development of kindergarten-age learners’ second language acquisition and attitude concerning world language learning. Results suggest that structured and continuous exploratory world language instruction allow for a more positive and expressive outlook on learning new languages and experiencing different cultures for kindergarten-age students.

Predictors of reading comprehension in Chinese-English speaking adolescents Lorinda Mak1, Fanli Jia1, Alexandra Gottardo1, Adrian Pasquarella2, and Xi Chen2 1Wilfrid Laurier University, 2University of Toronto OISE ([email protected])

The purpose of this study was to determine the predictors of reading comprehension abilities in Chinese-English speaking adolescents. Preliminary data revealed that reading comprehension is only predicted by word reading skills, vocabulary, and verbal working memory. Theoretical and practical implications of the results will be discussed.

88 SLRF 2012 | Building Bridges Between Disciplines

Building a contextual bridge: A case study of social interactions Timothy Vetere Indiana University of Pennsylvania ([email protected])

This poster session discusses results of an ongoing study investigating social activities within the home environment of two pre-kindergarten ESL learners, which produce evidence of functional language skills in these young children. Using Vygotsky’s sociocultural theory and preliminary data analysis, connections between the home context and pre-kindergarten classrooms are explored.

Should I use Facebook in my classroom?: A social networking sites evaluation checklist for L2 education Hyeyoon Cho, Jimmy Chia, and Diego Alvarez-Ossa University of Toronto OISE ([email protected])

We examine the potential of Facebook, as a learning tool for young adult L2 learners, using an SNS evaluation checklist that we created by adopting CALL software and distance learning evaluation criteria. The development of criteria and evaluation on usability and viability of Facebook for L2 learning will be discussed.

Child L2 phonology acquisition under the influence of multiple varieties Alex Ho-Cheong Leung Newcastle University ([email protected])

The study investigates L2 English phonology acquisition by Hong Kong Cantonese children where Filipino-, HK-, UK-, US- English are present. Results show that 31 kindergarteners aged 4;6-6, and 29 secondary students aged 11-14 exposed to Filipino-English outperformed 34 age-matched controls on tasks targeting Filipino English plosives /p,t,k/ and fricatives /f,v/.

The impact of non-communicative practices on L2 spontaneous speech Emiko Kaneko University of Aizu ([email protected])

This research investigates how non-communicative drills (shadowing and elicited imitation) influence complexity, accuracy, and fluency of spontaneous speech for 46 EFL learners in Japan. The results show that training had a positive impact on complexity and fluency, suggesting that these practices can improve the efficiency of L2 processing.

Motivation, pronunciation, and instruction in the Hungarian classroom: A longitudinal study Sally Kim University of Pittsburgh ([email protected])

This qualitative study tracks the progress of an introductory Hungarian class over one academic year, specifically examining changes in motivation according to Dörnyei and Ottó’s (1998) Process Model and achievement in pronunciation accuracy.

89 SLRF 2012 | Building Bridges Between Disciplines

Grammatical gender processing in L2 speakers of Spanish: Does cognate status help? Lauren Perrotti1, Jorge Valdes Kroff1,2, and Paola Dussias1 1The Pennsylvania State University, 2University of Pennsylvania ([email protected])

Using the visual world paradigm, we examine whether cognate status of nouns modulates grammatical gender processing in L1 English-L2 Spanish learners. Results for the monolingual speakers replicate previous findings; results for the L2 speakers suggest that cognate status hinders the use of grammatical gender information during L2 processing.

Studying academic publishing in an additional language: Developing a “text-ethnographic” research methodology Mary Jane Curry1 and Theresa Lillis2 1University of Rochester, 2The Open University ([email protected])

This paper presents the development of a “text-ethnographic” research methodology for a 10-year longitudinal study of multilingual scholars from four European countries who are under pressure to publish research in English- medium journals. It provides a rationale for the approach and exemplifies its components, drawing on qualitative and network analytic methods.

Semantic and phonological knowledge in early and late learners of American Sign Language (ASL) Sarah Fish, Rama Novogrodsky, and Robert Hoffmeister Boston University ([email protected])

In a multiple-choice ASL synonyms test, early and late ASL learners significantly differed in their response patterns. Early learners increased semantic foil-choices and decreased phonological foil-choices with age. Late learners chose more phonological foils compared to semantic foils at both ages, suggesting they rely on surface language knowledge.

Dealing with mismatched sound inventories: Bilingual adults’ productions of Mandarin sibilants Ya-ting Shih The Ohio State University ([email protected])

This study investigates whether Taiwanese/Mandarin bilinguals have robust contrast for L2 sounds when two languages have mismatched sound inventories. Ten bilingual adults produced Mandarin and Taiwanese sibilants in word initial position. Data is analyzed by transcription and acoustic analysis to provide information on the interaction between the two languages.

L1 Japanese speakers’ use of ‘definite’ and ‘specific’ in explaining their L2 English articles choices Junko Tanaka Kobe University ([email protected])

This study qualitatively examines L1 Japanese speakers’ (N=48) reasons for L2 English article choices in representing ‘definiteness,’ a semantic concept the two languages share, and ‘specificity’, which neither their L1 nor L2 represent linguistically. It was found that the top proficiency group mentioned specificity more than the bottom proficiency group.

90 SLRF 2012 | Building Bridges Between Disciplines

Emotional activation in first and second languages: ERPs evidence Peiyao Chen1, Taomei Guo1, Annekathrin Schacht2, and Werner Sommer3 1Beijing Normal University, 2University of Göttingen,3 Humboldt University of Berlin ([email protected])

Late Chinese-English bilinguals were tested in an emotional lexical decision task to examine the cause of less emotional activation in L2 among bilinguals. The results suggest that only emotional words in L1 could be accessed automatically, resulting in asymmetric emotional activation of bilinguals’ two languages.

The impact of orthographic distance on fluency-based suprasegmental use and comprehension in non-native English readers Inge Anema SUNY New Paltz ([email protected])

This study investigated the effect of orthographic distance of L1 on L2 processing. Oral reading comprehension of 40 late bilinguals from orthographic distant L1 and 40 late bilinguals from orthographic close L1 was measured by L2 fluency-based suprasegmental use.

E-Portfolios in an advanced L2 writing class Anita Saalfeld University of Nebraska at Omaha ([email protected])

The current study investigates student attitudes towards the use of an electronic portfolio in a graduate/ undergraduate Spanish writing seminar, and presents rater evaluations of writing samples taken from the beginning and end of the semester. Survey data revealed that students were generally positive about the utility of the E-Portfolio.

Simultaneous and consecutive bilingualism and vocabulary learning strategies in learning Spanish as an L3 Ana Raquel Torres Concordia University ([email protected])

This study investigates the relation between type of bilingualism and use of vocabulary learning strategies (VLS) in acquiring an L3 by hypothesizing that (1) consecutive bilinguals use more VLS than simultaneous bilinguals, and that (2) those who use more VLS acquire new vocabulary more successfully in their L3.

Adverbial expression of path of motion among Japanese intermediate-level users of ESL and EFL Aris Clemons and Amanda Brown Syracuse University ([email protected])

Japanese CEFR-B1 and -B2 users of English in immersion and non-immersion contexts patterned with monolingual English speakers in overall quantitative distribution of adverbial (adverbs and prepositions) expression of path of motion. However, L2 users and monolinguals differed qualitatively in preferred syntactic frames for individual lexical items, suggesting possible L1 influences.

91 SLRF 2012 | Building Bridges Between Disciplines

Implementing and evaluating a PD program on phonological processing and phonemic awareness for ESL teachers Elizabeth Rangel University of Pittsburgh ([email protected])

The presentation describes a qualitative study of six teachers of English language learners in elementary grades in the Pittsburgh Public Schools. The aim of the research was to explore critical influences on teacher preparation, particularly those related to teachers’ understanding of the literacy acquisition process for English language learners.

Using subjective measures to distinguish implicit and explicit knowledge: A contribution to the Williams-Leow debate Patrick Rebuschat1, Phillip Hamrick2, Rebecca Sachs2, Nicole Ziegler2, and Kate Riestenberg2 1Bangor University, 2Georgetown University ([email protected])

This study contributes to the ongoing debate on learning without awareness (e.g., Williams, 2005; Hama & Leow, 2010) by demonstrating the usefulness of subjective measures of awareness (Rebuschat, in press). Our results show that, in studies such as Williams (2005), subjects acquire both implicit and explicit knowledge of form- meaning connections.

Individual differences associated with EEG frequency band power during sentence reading in L2 Ben Rickles1, Irina Elgort2, and Charles Perfetti1 1University of Pittsburgh, LRDC, 2Victoria University of Wellington ([email protected])

EEG data from a previous study (Elgort, Perfetti, Rickles, & Stafura, submitted), was re-explored in the frequency domain. Comparison of significant correlations between individual proficiency measures and band-power at the end vs. the beginning of the sentence may aid understanding of how proficiency measures predict brain-state while L2 readers read.

Silence perceptions in intercultural conversation, and the potential sites of miscommunication Alina Lemak University of Toronto OISE ([email protected])

A longitudinal, qualitative study examined cross-cultural perceptions of silence among ESL speakers (from Korean, Chinese, Russian, Iranian, and Colombian backgrounds), and Canadian native-speakers of English. Multiple perspectives were explored. Analysis revealed which silences were viewed most negatively (thus, serving as potential sites of miscommunication), and emerging themes were uncovered.

Using elicited imitation to prompt speech production practice: The role of rehearsal in SLA Colleen Davy and Brian MacWhinney Carnegie Mellon University ([email protected])

We investigate the use of a listen-and-repeat task in eliciting production to develop L2 speaking skills. We compared performance on sentence production before and after training using this repeated rehearsal task. We found participants showed improved accuracy on all tasks, and that these improvements remained even a week after training.

92 SLRF 2012 | Building Bridges Between Disciplines

How does learning environment impact vocabulary acquisition in German? Laura Catharine Smith and Margaret Teusch Brigham Young University ([email protected])

This study compares vocabulary acquisition by students on German study abroad versus those in a traditional classroom setting. We contrast the degree to which students learn the semantics (i.e., meaning) and grammatical knowledge (i.e., gender, plural form, past tense) of words in each setting over a similar time.

Non-linear relation between English multi-word verb knowledge and years in college Pablo Esteban Requena Universidad Nacional de Córdoba ([email protected])

As part of their professional training, language teachers and translators are required to master English multiple- word verbs both receptively and productively. This research investigates the active knowledge of 49 multi-word verbs of Argentinean undergraduates at two stages of their training. Results show no significant difference in item accuracy between groups.

Elicited Imitation Task as a method for proficiency assessment in institutional and research settings Stephanie Gaillard University of Illinois at Urbana-Champaign ([email protected])

This study investigates the use of the Elicited Imitation Task (EIT) as a tool for improving second in French. The goal is to improve French learner placement for institutional as well as second language research purposes. The first EIT results will be presented.

Development of spelling in school age second language learners of French Laura Gonnerman, Eve Bergeron, Rebecca Amzallag, and Robert Savage McGill University ([email protected])

Second language learners of French and monolingual French speaking school aged children were tested on their ability to spell French words. Third grade L2 French speakers outperformed third grade native French speaking children on the writing task. For fifth graders, performance by the first and second language learners had equalized.

93 SLRF 2012 | Building Bridges Between Disciplines

Poster session II Saturday, October 20 – 1:30-3:05 – Rangos 1

Perceived role of radicals in teaching Chinese as a second language I-Chun Liu University of Texas at San Antonio ([email protected])

This case study investigates the discrepancy among teachers’ pedagogical beliefs in teaching Chinese as a foreign language in a high school setting. The study highlights the role of radicals in the recognition of Chinese characters and seeks to bridge gaps in teaching practices to enhance the effectiveness of language instruction.

The assistance dilemma in L2 academic vocabulary rehearsal: A computer-assisted language learning intervention William Price University of Pittsburgh ([email protected])

A computer-aided language learning intervention in which 46 intermediate-level adult ESL speakers used a web- based vocabulary rehearsal program several times over the course of nine weeks showed that the presence of scaffolding significantly increased participants’ accuracy on the task, but also significantly increased time on task.

The acquisition of English lexical stress by advanced Chinese-speaking learners: An Optimality-theoretic account Wei Cheng University of South Carolina ([email protected])

Regarding Chinese as a stress language, this study investigates advanced Chinese learners’ acquisition of English lexical stress. The nine participants in the production test can place stress correctly in most types of nonce English words. The results are discussed in OT constraints with regard to learnability and L1 transfer.

Teacher-based assessment of young learners’ pragmatic competence Noriko Ishihara Hosei University ([email protected])

Despite the growing interest in teaching L2 pragmatics, its assessment in the context of the classroom seems to be rather neglected. This case study, conducted by a teacher researcher, describes Japanese children’s pragmatic development during 150-minute instruction as assessed through teacher-based instruments including rubrics, teachers’ reflections, and self-assessments.

The effects of different types of form-focused instruction on ESL learners’ Focus on Form and Focus on Meaning Yeon Heo Michigan State University ([email protected])

The influence of FFI in relation to meaning has not been studied at the level of discourse. This study demonstrates more explicitness in instruction leads to better grammar learning, whereas less explicitness results in better comprehension. Therefore, the effectiveness of FFI should be re-considered in the trade-off relationship between form and meaning.

94 SLRF 2012 | Building Bridges Between Disciplines

Associative learning supports early phases of adult L2 syntactic development: Behavioral and computational evidence Phillip Hamrick Georgetown University ([email protected])

An experiment showed that adults exposed to a probabilistic semi-artificial language (English lexis, Persian syntax) under incidental learning conditions did not learn probabilistic syntax, but instead learned chunks. A computational simulation using an attention-based associative learning model replicated the results, supporting theories of early L2 development based on associative mechanisms.

Neural correlates of lexical interaction in adult second language learners Angela Chouinard and Ping Li The Pennsylvania State University ([email protected])

Bilinguals need to constantly inhibit one language while speaking another. This study tests the hypothesis that executive control and working memory abilities may affect the nature of the neural networks used when the learner processes L2 words.

Connectionist approach to second language acquisition and processing Xiaowei Zhao1 and Ping Li2 1Emmanuel College, 2The Pennsylvania State University ([email protected])

DevLex-II, a self-organizing connectionist model of language acquisition, is used to simulate cross-language priming effects in Chinese-English bilinguals. The simulation results indicate “priming asymmetries” in the direction of priming and types of priming, which can be accounted for by the developmental features of the model in lexical representation.

Comparing adolescent Chinese-English speaking good and poor readers: Not all second language learners are alike Alexandra Gottardo1, Fanli Jia1, Adrian Pasquarella2, Xi Chen2, and Phil Cave1 1Wilfrid Laurier University, 2University of Toronto OISE ([email protected])

This study compares Chinese-English speaking adolescent second language learners (N=48) who are classified as good or poor readers based on reading comprehension scores. Poor readers had lower scores on measures of reading fluency, rapid naming, and vocabulary. Vocabulary knowledge was the greatest predictor of reading comprehension for each group.

Psycholinguistic model for predicting Chinese as second language learners’ Chinese character naming performance Hsueh-Chih Chen1, Chien-Chih Tseng1, and Li-Yun Chang2 1National Taiwan Normal University,2 University of Pittsburgh ([email protected])

This presentation summarizes a pioneer study which investigated several psycholinguistic predictors for Chinese as second language learners’ character naming performance with materials systematically chosen from normative data. The results would be informative to the research of Chinese and to comparative studies of Chinese as second language learning.

95 SLRF 2012 | Building Bridges Between Disciplines

Language learners’ motivations and beliefs for studying less commonly taught languages: A preliminary study Justin Cubilo University of Hawai’i at Mānoa ([email protected])

In this study I investigate the commonly held language learning beliefs and motivations among LCTL learners, the differences in their beliefs and motivation based on language of study, gender, and major, and the relationships between different types of motivations and beliefs. Implications for pedagogical practices and curriculum development are discussed.

The role of motivation in the L2 acquisition of English by Saudi students: A dynamic perspective Ali Alzayid Southern Illinois University Carbondale ([email protected])

Semi-structured interviews and a language history questionnaire were used to investigate how motivation in English L2 learning changed over time for the Saudi students at a mid-western University in the U.S. The results revealed the temporal and changing nature of motivation in English for Saudi students.

Relationships between verbal and spatial working memory and Japanese L2 proficiency Aurora Tsai University of Hawai’i at Mānoa ([email protected])

The purpose of this study was to explore the relationships between verbal and spatial working memory and L2 Japanese proficiency. VWM exhibited no correlation with Japanese proficiency, while SWM exhibited a strong correlation. One reason may be that learners of Japanese develop increases in their SWM.

Native and non-native processing short and long filler-gap dependencies in Mandarin Yaqiong Cui University of Illinois at Urbana-Champaign ([email protected])

Using a self-paced reading paradigm, this study aims to investigate native and non-native processing of short and long filler-gap dependencies in Mandarin relative clauses containing either subject-gap or object-gap, and the role of learners’ L1 backgrounds in affecting their L2 parsing strategies.

Processing English object relatives: Where L2 sentence processing differs from L1 Edith Kaan1, Jocelyn Ballantyne2, Carlie Overfelt1, and Frank Wijnen2 1University of Florida, 2Utrecht University ([email protected])

Native English and advanced Dutch L2 English speakers read English object relatives, which corresponded to Dutch subject-relatives. L2 speakers experienced L1 interference off-line, but not during reading. This supports the view that native and L2 speakers differ in processing, but that this is not related to suppressing L1 information on-line.

Bridging the structural gap in L2 sentence processing: Intermediate traces and intermediate learners Kate Miller Indiana University-Purdue University Indianapolis ([email protected])

Although it has been argued that L2 learners tend to over-rely on nonstructural information during sentence processing rather than computing rich representations of the input, the current study discusses evidence for the reactivation of an intermediate trace during online processing in L2 French.

96 SLRF 2012 | Building Bridges Between Disciplines

When non-speakers try to speak: Elicited speech production in Labrador Inuttitut heritage receptive bilinguals Marina Sherkina-Lieber York University ([email protected])

Production abilities of heritage “speakers” who report understanding but not speaking Labrador Inuttitut were tested. None of them was capable of fluent production; however, all were capable of at least some production, showing difficulties with grammar and lexical access. These limitations make them avoid speaking Inuttitut.

Ultimate attainment and negative evidence: Evidence from Raising to Object Jeanne Heil and Luis López University of Illinois at Chicago ([email protected])

A self-paced reading time study was conducted to investigate L2 processing of two types of infinitive constructions. Preliminary results found that native English speakers process Raising to Object (RtO) and Object Control (ObjC) constructions differently whereas high proficiency adult L1 Spanish L2 English learners do not.

The relative influences of semantic context and language context on bilinguals reading interlingual homographs Nathalie Bélanger1, Mallorie Leinenger1, Timothy Slattery2, and Keith Rayner1 1University of California, San Diego, 2University of South Alabama ([email protected])

To investigate the relative influences of language context and semantic context in bilingual processing of interlingual homographs (ILH), we held language context constant (reading in L2) and varied whether the semantic context was neutral or biased the L1 interpretation of the ILH. Results support a greater influence of semantic context.

Learner-learner interactions: A comparison of L2-L2, HL-HL, and L2-HL pairs Melissa Bowles University of Illinois at Urbana-Champaign ([email protected])

This study compares the learner-learner interactions of three different types of dyads in a Spanish language classroom – 12 matched L2-L2 dyads, 12 matched heritage learner (HL)-HL dyads, and 12 mixed L2-HL dyads. Language-related episodes (LREs) are the main unit of analysis.

A parallel corpus-based approach to Chinese auxiliary verbs Brody Bluemel The Pennsylvania State University ([email protected])

This study applies a Chinese-English parallel corpus in analyzing the function of three Chinese auxiliary verbs that are challenging for L1 learners: néng, huì, and kěyl.ˇ The results indicate a clear functional distinction between the verbs based upon grammatical person, negation, and animacy.

Self-assessment of heritage language competence: The role of ethnic identity Hyun-Sook Kang Illinois State University ([email protected])

This study investigates the potential of self-assessment as a measurement tool in the context of learning Korean as a heritage language, in relation to heritage learners’ ethnic identity orientation. Considering the learner characteristics unique to heritage learners, the influence of a language domain on the validity of self-assessment is investigated.

97 SLRF 2012 | Building Bridges Between Disciplines

The effect of script on novel word learning: Comparing same-script and different-script bilinguals Emma Hance and Janet G. van Hell The Pennsylvania State University ([email protected])

Is novel word learning different for same-script bilinguals versus different-script bilinguals? Same-script (Swedish- English) bilinguals and different-script (Mandarin-English) bilinguals learned a third (alphabetic) language, Malay, by associating Malay words to the first language with the same (Swedish-English) or a different (Chinese-English) script. Findings will be related to script effects in SLA.

Innovation and community resistance: A CHAT analysis of a Serbian EFL writing class Brooke Ricker The Pennsylvania State University ([email protected])

This presentation discusses an analysis of an EFL writing class, focusing on the community’s resistance to innovative writing assignments. Findings include the mediating effects of the university exam structure, the diversity of English writing in students’ lives, and the value of CHAT analysis in developing locally effective pedagogical practices.

The effect of cross-language form similarity on bilingual children’s word recognition Ana Areas da Luz Fontes1, Luciana Brentano2, and Ingrid Finger2 1Penn State Beaver, 2Universidade Federal do Rio Grande do Sul ([email protected])

The work compared the performance of Portuguese-English bilingual and monolingual children, ages 8-9, on a lexical decision task. The hypothesis was that bilinguals would respond faster to cognate words, compared to non- cognates, while monolinguals would not show such effect. Analysis of ongoing results supports the hypothesis.

Age of arrival organizes immigrants’ language learning environment Catherine Caldwell-Harris Boston University ([email protected])

Interviews with 80 heritage language learners and immigrants, aged 18-56, indicated that arrival age predicts learning because teens and older immigrants alter their language environment, protecting L1 from attrition. Younger immigrants lack this social agency. They may even English-ify their home and thus develop to maturity in an L2-rich environment.

Beginning and advanced learners’ awareness of classroom corrective feedback Gergana Atanassova Georgetown University ([email protected])

This study investigated the differences in feedback awareness between beginning and advanced learners of Arabic. Stimulated recall protocols, based on videotaped unscripted classroom interaction, were analyzed for awareness of corrective intent and linguistic target of the corrections. The results highlight the role of proficiency in learner engagement with feedback.

98 SLRF 2012 | Building Bridges Between Disciplines

What are language students really afraid of? Jennifer Gerndt Purdue University ([email protected])

From a qualitative perspective, this paper highlights classroom perceptions of German students in the second, fourth, and sixth semesters of study. Specifically, in one-on-one interviews students discussed their overall comfort level in the classroom, willingness to participate, and feelings toward corrective feedback.

The Aspect Hypothesis on the acquisition of aspectual syntactic compound verbs in L2 Japanese Mamoru Hatakeyama Carnegie Mellon University ([email protected])

Corpora of L1 and L2 spoken Japanese were analyzed to test the Aspect Hypothesis (Andersen & Shirai, 1994) in aspectual syntactic compound verbs in Japanese. Results suggest the Hypothesis is supported in L1 Japanese but a need for bigger corpus was found in L2 to reach a better picture. Poster session III Sunday, October 21 – 8:00-9:40 – Rangos 1

Hemispheric differences of word processing in bilinguals Yu-Cheng Lin and Ana Schwartz University of Texas at El Paso ([email protected])

This study investigated whether different types of semantic relationships across languages (i.e., false friends or cognates) have hemispheric differences in Spanish-English bilinguals. Results suggested lexical processing contribution in early bilinguals from both hemispheres but late bilinguals are from the left hemisphere. They co- activate their languages during word recognition.

A cognitive-based Chinese LearnLab: Bridging learning, research, and technology in SLA Sue-mei Wu Carnegie Mellon University ([email protected])

The Chinese LearnLab is a cognitive-based course built through collaboration among cognitive researchers, tool developers, and Chinese language instructors. This presentation introduces the Chinese LearnLab curriculum and several research studies that have been incorporated into it. Also discussed will be the use of technology to leverage SLA learning and research.

Classifying the lexicon of science: An analysis of written and spoken corpora Mithila Vidwans The University of Western Ontario ([email protected])

Canadian classrooms are becoming increasingly diverse where newcomers must succeed in learning English along with academic subjects. Research also shows that each subject has its own language. In this study, analysis of the language of science gave rise to six lexical classes revealing the complexity of the scientific discourse.

99 SLRF 2012 | Building Bridges Between Disciplines

Feature reassembly: The acquisition of non-canonical agreement in English-Arabic interlanguage Boshra El-Ghazoly and Rex Sprouse Indiana University ([email protected])

The study investigates native speakers’ acquisition of non-canonical agreement in English-Arabic L2. The findings are discussed in light of two models of L2 acquisition, Failed Functional Features Hypothesis and Full Transfer/Full Access (FTFA). Preliminary findings point to relative superiority of FTFA.

Effects of error feedback on L2 writing: The Spanish preterite and imperfect Carlos Muñoz Mercyhurst University ([email protected])

This study examined the effects of two methods of error feedback (coded vs. uncoded) on L2 writing focusing specifically on the acquisition of the Spanish preterite and imperfect. Results partially supported a significant effect of the coded condition over the uncoded condition and the no-correction condition.

Acquisition of the wh-interrogative construction by Japanese junior high school ESL learners Megumi Hasebe1, Hideki Maki2, and Kengo Suzuki3 1Yokohama National University,2 Gifu University, 3Turushiro Junior High School ([email protected])

Japanese ESL learners experience six steps in the acquisition of the interrogative construction: (i) acquisition of the do-support operation, (ii) acquisition of subject extraction, (iii) acquisition of object extraction and regression of subject extraction, (iv) acquisition of adjunct extraction, (v) progress of object extraction, and (vi) re-acquisition of subject extraction.

The need for need analyses: Insights from students and teachers at an AFL program Maimoonah Al Khalil King Saud University ([email protected])

The study reports the results of an in-depth needs analysis conducted with college-level intermediate learners of Arabic and their teachers. It highlights the importance of empirically identifying L2 learners’ realistic language needs as a way of ensuring the relevance of both language and activity to investment in language study.

The effects of age of learning and rater bias on second language speech production attainment Becky Huang1 and Sun-Ah Jun2 1Harvard University, 2University of California, Los Angeles ([email protected])

The current study included three rater groups who varied in their native language and experience with foreign accents (FA). All raters judged the FA of 64 speakers varying in ages of learning. Results suggested that rater bias have a strong impact on the determination of L2 speech production outcomes.

Subjectivity in storytelling compositions written by L2 learners and native speakers of Japanese Noriko Yabuki-Soh York University ([email protected])

This study compared the use of subjective expressions that were found in storytelling compositions written by L2 learners and native speakers of Japanese. The results indicated that L2 learners used both lexical and morphological expressions of subjectivity less frequently and less implicitly than native speakers did.

100 SLRF 2012 | Building Bridges Between Disciplines

Proficiency levels and L2 relative clause sentence processing in Japanese Akiko Kashiwagi-Wood Oakland University ([email protected])

This study reports the preliminary results of L2 Japanese subject-gap/object-gap relative clause processing with different proficiency levels using a self-paced moving window task. The results will be discussed in regard to the noun phrase accessibility hierarchy and analyses of reading times of each region will be presented.

Pain and paint as part of painter: Morphological priming and morphological awareness in L2 Spanish Claudia Sánchez-Gutiérrez, Natividad Hernández-Muñoz, and Emilio Prieto de los Mozos University of Salamanca ([email protected])

In our study, 168 English-speaking learners of Spanish completed a morphological awareness task and a morphological priming task (visual lexical decision). We argue that the difficulties in identifying the correct stem of complex words could explain why L2 students do not get complete morphological priming compared to native speakers.

Phonological working memory as predictor of first and second language proficiency in Chinese-English bilinguals Jing Yang1 and Li-Hai Tan2 1Guangdong University of Foreign Studies, 2The University of Hong Kong ([email protected])

The present work examines the contribution of phonological working memory to first and second language reading in Chinese children and adults. Our results show phonological working memory instead of phonological awareness is the significant predictor for their Chinese reading and the reverse is true for their English reading.

Effects of NP type on processing of number agreement In English relative clauses Aya Takeda and Chae-Eun Kim University of Hawai’i at Mānoa ([email protected])

The study investigates how NP type affects processing of subject-verb number (dis)agreement using object- extracted RCs. Results from 66 English-speaking natives and 18 L2ers confirm that advanced L2 learners did not show the same effect of NP type in RC processing and were not sensitive to number disagreement.

Dictogloss as Dynamic Assessment Sun-Young Shin, Ryan Lidster, Stacy Sabraw, and Rebecca Yeager Indiana University ([email protected])

This study examines the application of Dynamic Assessment principles in ESL classrooms through the use of dictogloss tasks to simultaneously assess and enhance students’ grammatical knowledge and skill in listening and writing. We also discuss the effects of pairing types on student performance in group-work stages of the dictogloss tasks.

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English as a lingua franca and study abroad: A case study in Thailand Daisuke Kimura University of Hawai’i at Mānoa ([email protected])

I study Japanese students who will go to Thailand to learn English. In particular, I address their attitudes towards English, perception of their experiences, and communication practices. In so doing, I advocate the benefits of such programs in the face of the widespread use of English among L2 speakers.

School bilingualism: Insights on SLA in immersion programs in Colombia Isabel Tejada-Sánchez1,2, Carmen Pérez-Vidal2, and Jean-Yves Dommergues1 1Université Paris 8, 2Universitat Pompeu Fabra ([email protected])

This poster presents a cross-sectional study that describes young learners’ progress in EFL within Colombian immersion programs, through the application of complexity, accuracy, and fluency measures as well as holistic assessment to written and oral data.

Mix and switch effects in bilingual language processing Joel Koeth, Nan Jiang, and Jared Linck University of Maryland ([email protected])

This study investigated mix and switch effects in bilingual language processing, focusing specifically on the L2 advantage commonly reported in mixed language blocks and asymmetric switch costs for non-balanced bilinguals. Results highlight critical task-related variables that may unintentionally impact research results in this area.

“I forgot about English, and I could speak fluently!” Effects of dialogic jigsaw-puzzle activities Bogshin Lee and Eunmee Lee Midwest University ([email protected])

Jigsaw-puzzle information gap activity between six dyads of ESL learners discloses self-transformational, and collaborative verbal and non-verbal speech acts. It also reveals effects of task-based speech activities among ESL learners. Analysis of verbatim transcripts of video clips and participant surveys extend discussion on activities within the Vygotskian sociocultural framework.

Learner autonomy in focus-on-form: Task explicitness and language proficiency Yunwen Su Xi’an Jiaotong University and Indiana University Bloomington ([email protected])

The present research discovers learner-generated attention to form as positively correlated with explicitness of focus-on-form tasks and learners’ target language proficiency. In addition, learners pay more attention to vocabulary than to phonology and syntax, often in a preemptive way.

Individual variability in Mandarin tone discrimination with L2 experience Tianlin Wang, Christine Potter, and Jenny R. Saffran ([email protected])

Using an AxB task for tone discrimination, three groups of participants, differing in Mandarin proficiency, were tested. While one year of classroom instruction significantly improved learners’ performance, there was high variability within the L2 group, suggesting individual differences in learning non-native language contrasts. Pedagogical and theoretical implications will be discussed.

102 SLRF 2012 | Building Bridges Between Disciplines

Determiner-noun codeswitching in Welsh-English and Spanish-English bilinguals Sarah Fairchild and Janet G. van Hell The Pennsylvania State University ([email protected])

In two psycholinguistic experiments, we tested the predictions of two structural linguistic theories of codeswitching: Minimalist Program and Matrix Language Framework. Highly fluent Welsh-English and Spanish- English bilinguals saw pictures presented in isolation or embedded in a matrix language sentence, and performed a switched or non-switched determiner-noun picture naming task.

An investigation of additional processing time on-line during L2 speech production Zhan Wang University of Pittsburgh ([email protected])

This study investigated whether adding additional processing time on-line helped enhance L2 speech performance. It manipulated time pressure reduction by allowing on-line planning in speaking and compared the speech performance under these different conditions. The results may provide implications for both L2 speech production theory and L2 speaking pedagogy.

Effectiveness of a large-scale language learning SNS corpus for L2 Chinese writing analysis Xiaoling Mo1 and Masato Hagiwara2 1Independent Scholar, 2Rakuten Institute of Technology ([email protected])

This paper investigates the effectiveness of a large-scale language learning SNS corpus from the perspective of L2 Chinese writing analysis compared to existing Chinese inter-language corpora. We show that the corpus we construct has several unique features, making it a valuable resource for L2 Chinese writing analysis.

Interpreting subject pronouns in temporal embedded clauses: Evidence from L1 English near-natives of L2 Spanish Juan Cominguez Rutgers University ([email protected])

This study explores the predictions made by the Interface Hypothesis (Sorace, 2011), and the Feature Re-assembly Approach (Lardiere, 2008) with regard to the operativeness of the Precedence Constraint (Larson & Luján, 1989) in L1 English learners who are near-natives of L2 Spanish.

Implicit learning of a L2 morphosyntactic rule and its relevance for language teaching Ilina Stojanovska, Peter Osthus, Ekaterina Solovyeva, and Michael Long University of Maryland ([email protected])

We discuss an experimental study of a L2 artificial morphosyntactic rule. The study investigated the possibility of adults acquiring a second language morphosyntactic rule implicitly. For the experiment, 75 adult native speakers of English were randomly assigned to one of three groups of 25 (two experimental groups, and one control).

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Processing subject relative clauses and object relative clauses in second language Chinese Qin Yao University of Maryland ([email protected])

The study investigates Chinese L2 learners and native speakers’ reading times and acceptance rates generated from a self-paced moving-window judgment task that manipulated two types of relative clauses (subject vs. object) in two positions (subject vs. object). The results suggest different processing patterns between L2 and native speakers.

Perception of non-native L2 phonemic contrasts: L1 versus L2 speaker stimuli Jessica D’Atri University of South Carolina ([email protected])

This pilot study examines the perception of L2 non-native phonemic contrasts, specifically, the /p/-/b/ distinction of English by Arabic speaking ESL learners. Subjects listening to a speaker of their L1 had higher accuracy rates in a between-subjects sentence continuation task than those listening to a speaker of the L2.

Second language acquisition theories at work: The creation of a virtual language learning laboratory Camelia Nunez and Juan-Luis Suarez The CulturePlex Laboratory, Western University ([email protected])

This paper will present the prototype of a virtual laboratory for language learning, linguistically based on input theories and computationally based on a natural language processing technologies. The innovative tool will allow learners to improve their communicative skills through a predefined set of real communicative scenarios in a virtual environment.

The contribution of oral reading fluency to second language reading acquisition Xiangying Jiang West Virginia University ([email protected])

This presentation explores the construct of oral reading fluency and examines the relationship among the key elements of the construct and their relationship to ESL reading comprehension. It also examines the importance of oral reading fluency in ESL reading comprehension in relation to measures of word reading efficiency.

104 SLRF 2012 | Building Bridges Between Disciplines

CALL FOR PROCEEDINGS BUILDING BRIDGES BETWEEN DISCIPLINES: SLA IN MANY CONTEXTS

Selected, peer-reviewed papers from the 2012 Second Language Research Forum conference will be published by the Cascadilla Proceedings Project. The published proceedings will be available in both a library binding hard-copy and online at http://www.lingref.com.

We invite all authors to submit their manuscripts to be considered for inclusion in the published proceedings of SLRF 2012. Submissions may be from any portion of the conference, including colloquium presentations, individual paper presentations, and poster presentations. All manuscript submissions must be original, unpublished work. Papers submitted for consideration in the SLRF published proceedings should not be concurrently submitted for publication elsewhere.

All manuscripts must be submitted (in PDF form) to [email protected] by January 15, 2013, in order to be considered for inclusion.

Guidelines:

• Follow the formatting instructions provided by the Cascadilla Proceedings Project: http://www.lingref. com/cpp/authors

• Follow the guidelines of the Publication Manual of the American Psychological Association (APA), 6th edition, unless xplicitlye stated otherwise in the formatting instructions provided by Cascadilla.

• Maximum manuscript length (all-inclusive) is 10,000 words. Please note that this includes all references, footnotes, and appendices.

• Any copyrighted materials must be accompanied by a completed statement of permission that also includes their source.

Tentative Timeline (subject to change):

January 15, 2013: Call for submissions closes March 15 2013: Notification of acceptance May 1 2013: Submission of revised manuscripts June 1 2013: Editors ask authors for any needed formatting changes July 1 2013: Authors send in signed printouts Late 2013: SLRF 2012 conference proceedings available in bound and online formats

Editors of the volume:

Ryan T. Miller, Katherine I. Martin, Chelsea M. Eddington, Nausica Marcos Miguel, Alison Phillips, Alba Tuninetti, and Daniel Walter

105 SLRF 2012 | Building Bridges Between Disciplines

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UNIVERSITY CENTER - FLOOR 1

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UNIVERSITY CENTER - FLOOR 2

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MAP OF THE OAKLAND NEIGHBORHOOD OF PITTSBURGH

Valid at time of printing 2-11 73 Morewood Ave March Way 20 75 LEGEND West Penn Hospital

Hospital Hotels MayWay Baum Blvd Information Points of Interest UPMC 24 Shadyside Parking Universities & Schools

Melwood Ave S Aiken Ave Shopping/ ‘Green’ Building N Craig St Centre Ave Moorhead Pl Restaurants Ellsworth Ave Trails Bellefonte St 74 Colonial Pl Toward Attraction Copeland St

0.25 Miles Coventry Rd Wallingord St Telephone Way Shadyside Ln Anaheim St Pitcairn Pl Wally Way Cherokee St r e Von Lent Pl T Amberson Ave s Chesney Way Walnut St Lyon St rm Bayard St a l Morewood Ave Andover TerF N Bellefield Ave P y Comet Way t Saint James St Upper Hill le d Irene Way St S r Temple Way St n e a Devonshire St a t h y Ellsworth c a District o S k B a Amberson Pl Pembroke Pl D N Neville St Bigelow Blvd Ter Iowa St

CastlemanCanterbury Ln St Ewart Dr Ellsworth Ave Westminster Pl Centre Ave N Dithridge St Clyde St Bigelow Blvd School Avalon St House Ln 25 Zero Way Parkman AveTennyson Ave North 9 Brackenridge St Stadium Rd Lytton Ave Oakland Wilkins Ave72 Ruskin Ave Henry5th St Ave Devonshire Rd Ter Warwick Vance Way t

S

a S Bellefield Ave p Parkman Ave

p University Dr Gatewood Dr i S Neville St 65 u q

e S Dithridge St Spring Way WinthropZ St ll n Olympia Pl 66 e L A r 22 Hol d r b yrood R D Dorset Rd e i l d Beeler St y g it n P R S Craig St n s Filmore St a r d n Parish Ln

e o U Pl v W o nt i o v P mo n e en ler University Pl a to e U w D n Rd e y e B Forbes Ave r 79 10 o Thackeray St 69 M 81 70 63 Robin Rd Fair Oaks St O’Hara St Schenley Drive Ext N Bouquet St Amos Hall 64 62 Desoto St 78 Schenley Dr Hotels 76 7 Terrace St 20 Courtyard by Marriott Shadyside/Oakland Lothrop St 61 UPMC Euler Way 21 Hampton Inn University Center Presbyterian S Bouquet St r 22 Holiday Inn Pittsburgh at University Center D Atwood St e t 23 Quality Inn University Center n Schenley Dr eme 68 o Cl 24 Residence Inn by Marriott -Pittsburgh 5th Ave ert Victoria St ob Frew St University/Medical Center UPMC R Tech St Montefiore Joncaire St 25 Shadyside Inn & Suites Oakland Ave Yarrow Way Chesterfield Rd 26 SpringHill Suites Pittsburgh SouthSide Works Sennott St 27 Wyndham Pittsburgh University Place Atwood St Euler WayForbes Ave B Meyran Ave Pier St o u 27 n Fiber Way d Points of Interest York Way a r y 60 Bob O’Connor Golf Course at Schenley Park 71 S Oakland Ave Central t Iroquois Way Semple St Dimling Way Frew St Ext 61 Carnegie Library of Pittsburgh 8 Halket Pl Louisa St Halket St Oakland 60 62 Carnegie Museum of Art McKee Pl Oakland Way W i 63 Carnegie Museum of Natural History Melba Pl l Coltart Ave Oakland Sq m o 64 Carnegie Music Hall n t t W S Magee-Womens R 65 Frick Art & Historical Center/Clayton s Urie Way d C te Wa irc 77 Hospital a y u r i 66 Heinz Memorial Chapel B Cable Pl i t 23 a Rd l Craft Ave 21 o 67 Le Pommier Bistro Blvd of the Allies Zulema St B 68 Maz’s Wall (old Forbes Field) Cable Way 69 Nationality Rooms/Cathedral of Learning

Ward St Juno St 70 Petersen Events Center Niagara Wellsford St Ophelia St NiagaraSt Sq 71 Phipps Conservatory and Botanical Gardens Kennett Sq Panther Hollow Rd t Thora Way B 72 Pittsburgh Center for the Arts S lvd of the Allies es Virgila Pl 73 Pittsburgh Filmmakers Lawn St at St B 74 Pittsburgh Glass Center y Belgreen Pl Niagara St e k 75 Pittsburgh Theological Seminary- t c Cato St P a S A Schenley Edith Pl N e M James L. Kelso Bible Lands Museum T g Collinson Pl H d Holmes Pl

E Park ELIZA FURNACEAyers TRAIL St o Romeo St 76 PNC Carousel R

H r

H D GormanWay k O 77 Point Park University’s Pittsburgh Playhouse Technology Dr Juliet St o L lo EXIT 73A L ParkviewAve r O ve 78 Schenley Plaza W O

Dawson St T HardieWay 79 Soldiers & Sailors Memorial Hall & Museum R Whitney St Ward St Oakland Ct A

I EXIT 73B L 80 SouthSide Works South Wakefield St Edgehill St BRIDAL PATH 81 Stephen Foster Memorial Whitney St Oakland Frazier St S Levene St P w E Universities and Schools in N b N Childs St u 7 Carnegie Mellon University r Orpwood St n 80 L Wolf Way e 8 Carlow University I Frazier N S B t o M C u 9 Chatham University O Field n Hot Metal St 2nd Ave L d 22 o N a 10 University of Pittsburgh n r y 30

o P Bohem St S n K t 26 g Y 376 Greenfield Hot a Griffiths St Naylor St Metal h r Saline St Neeb St ard D Bridge e r Mile Ru Hoosac St lev

l 885 Fou n Rd ou Way a Coleman St Exposition B Boundary St S Water St Frazier St Ivondale St R St e Acorn St Ronald St Monteiro St n Bryson Way 67 i ur Alexis St b H Graphic St v in aw Flemington St o AlgerLydia St St e Sw rth S 33rd St r S Donegal Way Mirror St UPMC field A t Kennebec St South Side reen ve

G WinterburnAve Tan W a y

111 PROGRAM INDEX

A Blais, Mary-Jane | 40, 72 Bluemel, Brody | 44, 97 Achugar, Mariana | 12, 36 Blumenfeld, Henrike | 8 Adrada-Rafael, Sergio | 63 Bobb, Susan | 8 Ahn, So-Yeon | 37, 53 Bohinski, Chesla Ann | 41, 42, 81 Ahn, Sun Young | 41, 42, 84 Bowden, Harriet | 8 Ai, Haiyang | 38, 61 Bowles, Anita | 8 Al Khalil, Maimoonah | 45, 100 Bowles, Melissa | 44, 97 Alba de la Fuente, Anahí | 40, 75 Brentano, Luciana | 44, 98 Alexopoulou, Dora | 40, 70 Brill, Katherine A. | 40, 74 Alvarez-Ossa, Diego | 43, 88 Broersma, Mirjam | 39, 65 Alzayid, Ali | 44, 96 Brown, Amanda | 43, 92 Amuzie, Grace | 39, 64 Buac, Milijana | 29 Amzallag, Rebecca | 43, 93 Bugel, Talia | 8 Anderson, Neil | 8 Bunting, Michael F. | 29, 40, 71 Anema, Inge | 43, 91 Burke, Brigid | 43, 88 Areas da Luz Fontes, Ana | 44, 98 Asano, Masanao | 37, 55 C Atanassova, Gergana | 44, 98 Ayoun, Dalila | 36, 48 Caldwell-Harris, Catherine | 38, 44, 59, 98 Campbell, Susan G. | 29 B Campos-Dintrans, Gonzalo | 41, 82 Cao, Lu | 40, 77 Babatsouli, Elena | 41, 42, 78 Carlson, Matthew T. | 40, 41, 74, 78 Baik, Juno | 40, 75 Carpenter, Helen | 40, 74 Bailey, Carolina | 39, 69 Carroll, Susanne | 8 Bajuniemi, Abby | 37, 51 Cave, Phil | 44, 95 Baker, Doris | 8 Chan, Derek | 8 Baker Smemoe, Wendy | 39, 40, 66 Chang, Li-Yun | 8, 41, 44, 77, 95 Balass, Michal | 8 Chang, Pi-Han | 43, 88 Ballantyne, Jocelyn | 44, 96 Chang, Yung-Hsiang Shawn | 42, 83 Barbosa, Jocelyn | 41, 42, 87 Chapelle, Carol | 8 Barcroft, Joe | 8 Chen, Hsueh-Chih | 44, 95 Bardovi-Harlig, Kathleen | 8 Chen, Ju-Ling | 39, 69 Barquin, Elisa | 32 Chen, Peiyao (Beijing Normal Univ.) | 43, Behney, Jennifer | 38, 56 91 Bélanger, Nathalie | 44, 97 Chen, Peiyao (Penn State) | 42, 87 Bergeron, Eve | 43, 93 Chen, Wen-Hsin | 40, 71 Bergsleithner, Joara Martin | 41, 82 Chen, Xi | 43, 44, 91, 95 Bigelow, Martha | 23 Cheng, Hui-wen | 38, 59 Bird, Barbara | 39, 40, 60 Cheng, Wei | 44, 94 Bisson, Marie-Josee | 37, 38, 57 Cheng, Ying-Hsueh | 41, 80 Chepyshko, Roman | 42, 83 de Jong, Nel | 8, 42, 85 Chia, Jimmy | 43, 89 de Souza, Ricardo | 38, 58 Cho, Jacee | 39, 62 DeDe, Gayle | 40, 72 Cho, Hyeyoon | 43, 89 Deen, Kamil | 39, 68 Cho, Taehong | 39, 65 Degani, Tamar | 8, 40, 74 Chomon Zamora, Celia | 39, 63 DeKeyser, Robert | 8 Chouinard, Angela | 44, 95 Dekydtspotter, Laurent | 8 Christianson, Keil | 8 Demestre Viladevall, Josep | 36, 50 Chu, Wei | 39, 40, 73 Dewey, Dan | 8 Clahsen, Harald | 8, 36, 47 Di Silvio, Francesca | 42, 84 Clark, Martyn K. | 36, 48 Diao, Wenhao | 3, 7, 8, 39, 68 Clemons, Aris | 43, 92 Díaz-Campos, Manuel | 40, 75 Cohen, Andrew | 8 Dietrich, Amelia J. | 40, 75 Colantoni, Laura | 42, 87 Dommergues, Jean-Yves | 45, 102 Collins, Elliot | 10, 38, 59 Donato, Rick | 8 Cominguez, Juan | 45, 103 Donovan, Anne | 36, 48 Conklin, Kathy | 38, 57 Doughty, Catherine J. | 8, 29 Connor-Linton, Jeff | 8 Douglas, Dan | 8 Conradie, Simone | 39, 40, 76 Dovbnya, Tetyana | 40, 77 Conroy, Mark A. | 10, 38, 57 Dracos, Melisa | 10, 39, 40, 74 Cook, Svetlana V. | 36, 37, 53 Duff, Patricia A. | 3, 4, 17, 40 Cook, Vivian | 8 Durgunoglu, Aydin | 34 Cortes, Viviana | 8 Dussias, Paola E. | 36, 40, 43, 50, 75, 90 Cotos, Elena | 8 Coughlin, Caitlin | 38, 57 E Covey, Lauren | 42, 83 Crossley, Scott | 39, 41, 42, 67, 82 Eddington, Chelsea M. | 3, 7, 8, 105 Csizér, Kata | 8 Eduardo Pinto, Claudio | 39, 63 Cubilo, Justin | 44, 96 Eghtesad, Soodeh | 8 Cui, Yaqiong | 44, 96 El-Ghazoly, Boshra | 45, 100 Curry, Mary Jane | 43, 90 Elgort, Irina | 8, 43, 92 Ellis, Nick | 36, 49 D Endo, Kazuki | 37, 55 Eskildsen, Søren Wind | 39, 40, 70 Daidone, Danielle | 37, 50 Evanini, Keelan | 39, 66 Dallas, Andrea | 40, 72 Everatt, John | 37, 54 Darcy, Isabelle | 37, 42, 50, 54, 85 D'Atri, Jessica | 45, 104 F Davies, Catherine | 8 Davies, Mark | 3, 8, 11, 36 Fafulas, Stephen | 10, 38, 60 Davy, Colleen | 8, 43, 93 Fairchild, Sarah | 45, 103 Day, Indira | 38, 56 Fancher, Eileen | 39, 40, 74 De Costa, Peter | 36, 47 Faretta-Stutenberg, Mandy | 40, 74 de Jong, Kenneth | 8 Feng, Hui-Hsien | 39, 69 Fernandez, Claudia | 8 Gut, Ulrike | 41, 78 Fernández, Eva | 38, 58 Feryok, Anne | 36, 39, 50, 66 H Finger, Ingrid | 44, 98 Fish, Sarah | 43, 90 Hacioglu, Kadri | 40, 73 Fowles-Winkler, Anna | 40, 73 Hagiwara, Masato | 45, 103 Freed, Barbara | 40, 72 Hagoort, Peter | 35 French, Leif | 37, 38, 51 Halleck, Gene | 8 Friedman, Debra | 8 Hamada, Megumi | 8 Fuchs, Carolin | 8 Hamrick, Phillip | 43, 44, 92, 95 Fullana, Natalia | 8 Hanauer, David | 41, 77 Hance, Emma | 44, 98 G Harrison, George | 36, 38, 46 Hasebe, Megumi | 45, 100 Gabriele, Alison | 42, 85 Hatakeyama, Mamoru | 44, 99 Gaillard, Stephanie | 43, 93 Hayes-Harb, Rachel | 19 Garbati, Jordana | 39, 68 Heil, Jeanne | 44, 97 García-Amaya, Lorenzo | 36, 49 Henery, Ashlie | 3, 7, 8, 40, 72 Gass, Susan | 8 Henshaw, Florencia | 41, 80 Geertzen, Jeroen | 39, 40, 70 Heo, Yeon | 44, 94 Geeslin, Kimberly | 8, 36, 37, 38, 48, 60 Herazo, José David | 3 Geluso, Joe | 36, 47 Heredia, Roberto | 8 Gerfen, Chip | 40, 41, 74, 78 Hernández-Muñoz, Natividad | 45, 101 Gerndt, Jennifer | 44, 99 Heyer, Vera | 36, 47 Gerth, Sabrina | 36, 38, 47 Hill, Jessica | 40, 77 Geva, Esther | 34 Hirakawa, Makiko | 37, 38, 55, 59, 61 Gilabert, Roger | 8 Hirakawa, Yahiro | 38, 59 Godfroid, Aline | 36, 38, 58 Hoffmeister, Robert | 43, 90 Goldberg, Adele E. | 24, 25 Holt, Lori L. | 19 Gonnerman, Laura | 39, 40, 43, 72, 93 Hoogeveen, Lianne | 38, 56 Gonzalez-Lloret, Marta | 8 Hosoi, Hironobu | 38, 59 Goodwin, Sarah | 39, 40, 67 Hostetler, Christina | 41, 42, 79 Gor, Kira | 8, 37, 40, 53, 70, 73 Howard, Eric | 43, 88 Gottardo, Alexandra | 43, 45, 89, 95 Hu, Chieh-Fang | 39, 40, 43, 69, 88 Granena, Gisela | 8, 38, 56 Huang, Becky (ETS) | 39, 66 Grein, Matthias | 41, 42, 82 Huang, Becky (Harvard) | 45, 100 Grgurovic, Maja | 8 Huang, Yan | 43, 88 Gries, Stefan Th. | 39, 62 Hughes, Meredith M. | 29 Gross, Megan | 29 Hulstijn, Jan | 8 Grüter, Theres | 24, 26 Gudmestad, Aarnes | 36, 47, 48 I Guijarro-Fuentes, Pedro | 8 Guo, Taomei | 40, 43, 73, 91 Ichikawa, Shingo | 8 Gurzynski-Weiss, Laura | 41, 79 Ionin, Tania | 8 Ishihara, Noriko | 8, 44, 94 Kim, Sally | 43, 90 Isurin, Ludmila | 43, 87 Kim, Sok-Ju | 42, 85 Ivanova, Jenia | 41, 42, 87 Kim, Soo Hyon | 36, 38, 48 Ivanova-Sullivan, Tania | 36, 37, 49 Kim, Youjin | 8 Iwagami, Eri | 37, 55 Kim, Youngjoo | 40, 75 Kimura, Daisuke | 45, 102 J King, Kendall | 23 Kinginger, Celeste | 8 Jackson, Daniel | 40, 72 Knutson, Elizabeth | 41, 42, 83 Jackson, Scott R. | 29 Koda, Keiko | 3, 8, 33, 34, 41 Jarvis, Scott | 8, 39, 40, 77 Koeth, Joel | 40, 45, 71, 102 Jegerski, Jill | 37, 39, 40, 64 Kojima, Chisato | 37, 38, 54 Jia, Fanli | 43, 44, 89, 95 Konishi, Haruka | 41, 42, 78 Jiang, Nan | 8, 40, 42, 45, 73, 84, 102 Korhonen, Anna | 40, 70 Jiang, Xiangying | 8, 45, 104 Koyama, Sayaka | 37, 55 Johnstone, Barbara | 3, 12, 36 Kraemer, Angelika | 8 Juffs, Alan | 3, 8, 24, 38, 41, 79 Kroll, Judith F. | 28, 40, 42, 71, 87 Jun, Sun-Ah | 45, 100 Kuiken, Folkert | 8 Jung, Sehoon | 8 Jwa, Soomin | 36, 46 L

K LaBrozzi, Ryan | 39, 40, 42, 77, 87 Lakshmanan, Usha | 36, 46 Kaan, Edith | 44, 96 Lantolf, Jim | 8 Kaneko, Emiko | 43, 89 Larsen-Freeman, Diane | 8 Kang, EunYoung | 39, 63 Lavolette, Elizabeth (Betsy) | 37, 39, 40, 51, Kang, Hyun-Sook | 44, 97 69 Kanwit, Matthew | 36, 37, 46 Lee, Bogshin | 45, 102 Kashiwagi-Wood, Akiko | 45, 101 Lee, Eunmee | 41, 42, 45, 88, 102 Kasper, Gabriele | 8 Lee, Heekyeong | 8 Kaushanskaya, Margarita | 8, 29 Lee, James | 36, 37, 55 Kearney, Erin | 37, 53 Lee, Junkyu | 8, 37, 38, 55, 56 Keating, Gregory | 36, 37, 54 Lee, Seunghun | 37, 55 Kharkhurin, Anatoily | 8 Lee, Sun-Young | 8 Killam, Jason | 37, 38, 52 Leinenger, Mallorie | 44, 97 Kim, Boyoung | 39, 40, 67 Lemak, Alina | 43, 92 Kim, Chae-Eun | 45, 101 Leow, Ronald | 8, 40, 76 Kim, Hae-Young | 8 Lerdpaisalwong, Siriporn | 39, 65 Kim, Hyun-Jin | 37, 53 Lester, Nicholas | 39, 66 Kim, Hyuna | 39, 70 Leung, Alex Ho-Cheong | 43, 89 Kim, Katie | 39, 67 Lew, Adrienne Wai Man | 42, 86 Kim, Kitaek | 39, 40, 68 Li, Ping | 44, 86, 95 Kim, Myeong Hyeon | 39, 40, 65 Li, Shuai | 8 Kim, Sahyang | 39, 65 Liceras, Juana | 40, 75 Lichtman, Karen | 37, 38, 55 McGregor, Janice | 39, 40, 63 Lidster, Ryan | 45, 101 McManus, Kevin | 39, 40, 73 Lillis, Theresa | 43, 90 McNeill, Brigid | 37, 54 Lim, Sung-joo | 19 McNulty, Erin | 37, 38, 52 Lin, Yu-Cheng | 43, 99 Mellom, Paula | 39, 64 Linck, Jared A. | 29, 39, 40, 45, 71, 102 Mercer, Johnathan | 38, 56 Lindemann, Stephanie | 8 Mikhaylova, Anna | 36, 37, 55 Linford, Bret | 36, 37, 52 Miller, Elizabeth | 9 Litcofsky, Kaitlyn A. | 39, 40, 70 Miller, Kate | 44, 96 Liu, I-Chun | 44, 94 Miller, Ryan T. | 3, 7, 38, 60, 105 Liu, Ran | 19 Miralpeix, Immaculada | 9 Liu, Yan | 8, 38, 63 Mitsugi, Sanako | 36, 37, 49 Lo, Adrienne | 8 Mitterer, Holger | 19 Loewen, Shawn | 9, 42, 78 Mo, Xiaoling | 45, 103 Long, Avizia | 40, 75 Mohamed, Ayman | 42, 84 Long, Michael | 9, 45, 103 Monda, Nancy | 3 López, Luis | 44, 97 Montrul, Silvina | 9 López Prego, Beatriz | 42, 85 Moorman, Colleen M. | 42, 86 Lorente Lapole, Amandine | 39, 66 Mora, Joan | 9 Lu, Xiaofei | 38, 61 Morales-Front, Alfonso | 42, 86 Luchkina, Tatiana | 37, 51 Morett, Laura | 9, 41, 42, 77 Lukyanchenko, Anna | 39, 40, 70, 73 Morgan-Short, Kara | 39, 40, 74 Mori, Junko | 9 M Mozgalina, Anastasia | 37, 38, 57 Munakata, Shuhei | 37, 55 MacWhinney, Brian | 3, 5, 7, 15, 36, 37, Muñoz, Carlos | 45, 100 40, 41, 43, 49, 77, 93 Muñoz, Carmen | 9 Mak, Lorinda | 43, 89 Murakami, Akira | 36, 38, 59 Maki, Hideki | 45, 100 Malone, Margaret E. | 36, 42, 48, 84 N Marasco, Olivia | 42, 87 Marcos Miguel, Nausica | 3, 7, 9, 105 Nagle, Charles | 36, 37, 42, 52, 86 Marijuan, Silvia | 41, 42, 79 Nakatsukasa, Kimi | 41, 80 Markee, Numa | 9 Namjoshi, Jui | 10, 39, 40, 65 Marker, Robert | 41, 42, 87 Nassaji, Hossein | 36, 50 Martelle, Wendy | 37, 54 Nicholas, Howard | 23 Martin, Katherine I. | 5, 9, 105 Nicholas, Jessica | 39, 40, 62 Martinez-Garcia, Maria | 39, 66 Nicol, Janet | 9, 39, 40, 72 Masters, Megan C. | 36, 48 Norris, John | 9 Matsumoto, Yumi | 41, 79 Novogrodsky, Rama | 43, 90 Matthews, John | 38, 59 Nunez, Camelia | 45, 104 McClain, Rhonda | 28, 40, 71 McCormick, Dawn E. | 3, 7, 9 O McDonald, Janet | 9 Oakey, David | 9 Polio, Charlene | 9, 31 Oddo, John | 3, 12, 36 Potter, Christine | 45, 102 O'Grady, William | 9, 40, 68 Presson, Nora | 9, 40, 77 Okuma, Tokiko | 41, 42, 86 Price, William | 44, 94 Oldenkamp, Loes | 22 Prieto de los Mozos, Emilio | 45, 101 Olsen, Michael | 41, 42, 79 Prior, Anat | 3, 9, 27, 29, 39 Onnis, Luca | 3, 18, 20, 37 Purpura, James E. | 9 Ono, Minami | 37, 55 Ortega, Lourdes | 9 R Ortega-Llebaria, Marta | 3 Osthus, Peter | 40, 42, 45, 71, 84, 103 Rangel, Elizabeth | 3, 43, 92 Overfelt, Carlie | 44, 96 Ranta, Leila | 9 Rayner, Keith | 44, 97 P Rebuschat, Patrick | 43, 92 Reichle, Erik D. | 3, 13, 36 Papi, Mostafa | 37, 55 Reichle, Robert | 38, 57 Park, Hae In | 37, 48, 58 Reinhardt, Jonathon | 9 Park, Hanyong | 39, 65 Reinisch, Eva | 19 Park, JiHye | 36, 37, 46 Renaud, Claire | 42, 83 Park, Kyae-Sung | 10, 36, 37, 54 Requena, Pablo Esteban | 43, 93 Park, Yonghan | 39, 66 Reynolds, Dudley | 3, 9, 30, 32, 40 Park-Johnson, Sunny | 38, 62 Rhoades-Ko, Yun-Hee | 38, 58 Pascual y Cabo, Diego | 38, 59 Ricker, Brooke | 44, 98 Pasquarella, Adrian | 43, 44, 89, 95 Rickles, Ben | 43, 92 Pasterick, Michelle | 39, 40, 71 Riestenberg, Kate | 43, 92 Pastorino Campos, Carla Andrea | 41, 42, Robinson, Peter | 9 85 Rodriguez, Guillermo | 9 Peng, Chun-Yi | 39, 69 Römer, Ute | 9 Pérez-Vidal, Carmen | 45, 102 Rose, Ralph | 40, 41, 80 Perfetti, Charles | 3, 7, 33, 35, 41, 43, 92 Ross, Steven J. | 36, 48 Perpiñán, Silvia | 38, 60 Rossi, Eleonora | 9, 28, 42, 87 Perrotti, Lauren | 43, 90 Rosszell, Rory | 39, 40, 68 Pessoa, Silvia | 31 Rudolph Yoshimi, Dina | 9 Pettitt, Nicole | 23 Phillips, Alison | 3, 7, 9, 105 S Phillips, Andrew | 3 Phillips, Natalie | 28 Saalfeld, Anita | 43, 91 Pichette, Francois | 40, 42, 83 Sabraw, Stacy | 45, 101 Pinnow, Rachel | 9 Sachs, Rebecca | 43, 92 Pinto, Manuela | 36, 37, 50 Sadeghi, Amir | 37, 54 Pivneva, Irina | 28 Saffran, Jenny R. | 45, 102 Plonsky, Luke | 9, 37, 53 Sagarra, Nuria | 9, 36, 40, 49, 77 Poehner, Matthew | 40, 71 Salkauski, Wallace | 39, 40, 64 Poepsel, Tim | 39, 40, 74 Salsbury, Tom | 42, 82 Sánchez-Casas Padilla, Rosa | 36, 50 Snape, Neal | 38, 59, 60 Sánchez-Gutiérrez, Claudia | 45, 101 Snellings, Patrick | 41, 82 Santos, Helade | 41, 42, 86 Solon, Megan | 10, 36, 39, 46, 68 Sanz, Cristina | 9, 42, 86 Solovyeva, Ekaterina | 45, 103 Saricaoglu, Aysel | 39, 69 Sommer, Werner | 43, 91 Sasaki, Miyuki | 9 Song, Yoonsang | 41, 42, 80 Sauro, Shannon | 9 Spinner, Patti | 9, 39, 40, 67 Sauveur, Robert | 36, 37, 46 Spino, Le Anne | 37, 51 Savage, Robert | 43, 93 Sprouse, Rex | 9, 45, 100 Schacht, Annekathrin | 43, 91 Steele, Jeffrey | 40, 41, 42, 72, 87 Schaefer, Vance | 41, 42, 85 Steinhauer, Karsten | 9 Schmidt, Lauren | 40, 76 Sterling, Scott | 37, 38, 41, 55, 78 Schmidtke, Jens | 37, 51 Stojanovska, Ilina | 45, 103 Schoeman, Renata | 40, 76 Su, Yunwen | 45, 102 Schoonmaker-Gates, Elena | 39, 40, 76 Suarez, Juan-Luis | 45, 104 Schwartz, Ana | 9, 45, 99 Subtirelu, Nicholas | 42, 82 Schwartz, Bonnie D. | 9, 37, 40, 54, 73 Suethanapornkul, Sakol | 41, 42, 81 Segers, Eliane | 38, 56 Sunara, Simona | 42, 87 Seibert Hanson, Aroline | 41, 78 Sunderman, Gretchen | 9 Seman, Jon-Michel | 42, 85 Sung, Yao-Ting | 39, 69 Serrano, Raquel | 9 Suvorov, Ruslan | 9 Sharwood Smith, Michael | 9 Suzuki, Kazunori | 37, 38, 55, 61 Shea, Christine | 36, 38, 60 Suzuki, Kengo | 45, 100 Shea, Mark | 31 Sykes, Julie | 9 Sheen, Younghee | 38, 57 Sherkina-Lieber, Marina | 44, 97 T Shibuya, Mayumi | 37, 55 Shih, Ya-ting | 43, 90 Taguchi, Naoko | 9, 36, 37, 48 Shin, Sun-Young | 9, 45, 101 Takashima, Atsuko | 35 Shirai, Yasuhiro | 3, 9, 24, 38 Takeda, Aya | 45, 101 Shively, Rachel | 9 Takeda, Kazue | 37, 55 Showalter, Catherine | 19 Talmy, Steven | 9 Silbert, Noah H. | 29 Tan, Li-Hai | 45, 101 Simard, Daphnée | 37, 51 Tanaka, Junko | 43, 91 Siskin, Marc | 3 Tanaka, Nozomi | 9 Slabakova, Roumyana | 9 Tanner, Darren | 9 Slater, Tammy | 9 Tare, Medha | 29 Slattery, Timothy | 44, 97 Tasseva-Kurktchieva, Mila | 41, 42, 84 Slavkov, Nikolay | 37, 38, 58 Tateyama, Yumiko | 39, 40, 65 Smit, Mathilda | 40, 76 Tejada-Sánchez, Isabel | 45, 102 Smith, Benjamin K. | 29 Teusch, Margaret | 43, 93 Smith, Laura Catharine | 39, 43, 70, 93 Theron, Janina | 40, 76 Smolcic, Elizabeth | 39, 65 Thomas, Anita | 38, 56 Smotrova, Tetyana (Tania) | 10, 41, 42, 78 Thompson, Amy | 9 Thorne, Steven | 9 Vercellotti, Mary Lou | 9 Tian, Jun | 36, 50 Verhoeven, Ludo | 35, 38, 56 Ting, Caitlin | 36, 38, 61 Vetere, Timothy | 43, 89 Titone, Debra | 28 Vidwans, Mithila | 45, 99 Tokowicz, Natasha | 3, 4, 9, 16, 36, 40, 74 Villegas, Alvaro | 36, 50 Torres, Ana Raquel | 43, 91 Vithanage, Ramyadarshanie | 40, 77 Toth, Paul | 9 Tracy-Ventura, Nicole | 73 W Tremblay, Annie | 9, 38, 39, 57, 62, 65 Trofimovich, Pavel | 9 Wagensveld, Barbara | 35 Trotter, Drew | 43, 88 Wagner, Elvis | 9 Troyan, Francis | 3 Wall, Gaye | 36, 38, 39, 50, 66 Trude, Alison | 9 Wallace, Eric | 3, 7, 9 Tsai, Aurora | 44, 96 Walsh, Lia | 40, 75 Tsai, Shin-Ting | 39, 69 Walter, Daniel | 3, 7, 105 Tseng, Chien-Chih | 44, 95 Wang, Tianlin | 45, 102 Tucker, G. Richard (Dick) | 3, 7, 9 Wang, Zhan | 45, 103 Tuninetti, Alba | 3, 7, 9, 105 Warren, Tessa | 3, 9, 13, 36 Tunney, Richard J. | 38, 57 Weber, Andrew | 19 Türker, Ebru | 39, 67 Weigle, Sara | 9 Weinberger, Steven | 39, 40, 71 U Weissheimer, Janaina | 41, 82 White, Benjamin | 9 Uchida, Yoko | 20 White, Kate | 38, 61 Uggen, Maren | 9 White, Lydia | 9 Urzua, Alfredo | 41, 42, 84 Wijnen, Frank | 44, 96 Uslu Ok, Duygu | 39, 67 Williams, Alan | 23 Williams, Jessica | 9 V Wilson, Nicole | 41, 42, 81 Winke, Paula | 9 Vafaee, Payman | 36, 37, 52 Wolff, Dominik | 37, 55 Valdes Kroff, Jorge | 43, 90 Wong, Patrick C. M. | 40, 74 Valentine, Geoff | 38, 59 Wright, Clare | 39, 40, 75 van Compernolle, Rémi Adam | 9, 41, 81 Wu, Ming-Da | 39, 69 van Daal, Victor | 41, 42, 82 Wu, Sue-mei | 45, 99 van Hell, Janet G. | 38, 40, 44, 45, 61, 70, Wulff, Stefanie | 39, 40, 62, 66 98, 103 van Heuven, Walter J. B. | 38, 57 X Van Moere, Alistair | 41, 81 Vanikka, Anne | 22 Xia, Jing | 36, 37, 51 VanPatten, Bill | 3, 5, 14, 37, 39, 54 Xu, Hongying | 36, 47 Vasquez, Camilla | 9 Vatz, Karen | 9 Y Vedder, Ineke | 9 Yabuki-Soh, Noriko | 45, 100 Yang, Charles | 24, 25 Yang, Jing | 45, 101 Yao, Qin | 45, 104 Yao, Yun | 39, 40, 76 Yasuda, Sachiko | 9 Yeager, Rebecca | 45, 101 Yilmaz, Yucel | 9, 38, 56 Yoon, Choongil | 41, 81 Yotsuya, Atsuko | 37, 38, 55 Youn, Soo Jung | 36, 49 Young-Scholten, Martha | 3, 21, 22, 23 Yusa, Noriaki | 38, 60

Z

Zareva, Alla | 9 Zhao, Jun | 39, 40, 64 Zhao, Xiaowei | 44, 95 Ziegler, Nicole | 43, 92 Zimmerman, Erica | 36, 37, 53 Zinszer, Benjamin | 41, 42, 86 Zuniga, Michael | 37, 51 Zwitserlood, Pienie | 35 Zyzik, Eve | 24, 25 Come Learn. Come Play.

Zion National Park

PLENARY SPEAKERS INVITED COLLOQUIA WORKSHOPS

DIANE LARSEN-FREEMAN • Language Learning in • Statistics and Second University of Michigan Immersion Environments Language Research Emergent Complexity: On • L2 phonetics and phonology: • Exploring New Technologies Iteration and Interaction Insights from perception and for Increasing Research production studies • Second Language Writing MERRILL SWAIN Ontario Institute for Studies in Education, University of Toronto Context is everything: Emotion, cognition and performance

CATHERINE DOUGHTY University of Maryland Pushing the Limits of Language Learning

Historic Park City Moab, Arches N.P. Salt Lake City

Explore the natural phenomenon of Utah. For registration and more information, visit: slrf.byu.edu