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Book of Abstracts BOOK OF ABSTRACTS Contents 1 Welcome to Eurosla 21! .................................................................... 1 2 Committees ......................................................................................... 3 3 Plenary presentations ........................................................................ 5 4 Papers ................................................................................................. 11 5 Posters .............................................................................................. 159 6 Thematic Colloquia ......................................................................... 179 7 Language Learning Roundtable ................................................... 199 8 Doctoral Workshop ......................................................................... 205 9 The IRIS Project ............................................................................. 227 Index .......................................................................................................... 229 1 Welcome to Eurosla 21! The EuroSLA 21 Organising Committee warmly welcomes you to Stockholm for this year’s annual conference of the European Second Language Association, 8-10 September 2011. We hope that the fruits of our labour, especially during the last six months, will meet with everyone's expectations of a rewarding and enjoyable conference. Over 340 proposals were submitted by 15 February and we are happy to announce that approximately 50% have been accepted, of which 147 are papers, 18 poster presentations and 18 papers for the doctoral workshop. Although the official start of the conference is on Thursday 8 September, important activities will be taking place already on Wednesday. In the morning Language Learning is sponsoring a Round Table which will address the topic ‘Is there a future for the native speaker in SLA research?’ with Mike Sharwood Smith (Heriot-Watt University Edinburgh), Antonella Sorace (University of Edinburgh) and Kenneth Hyltenstam (Stockholm University) as invited speakers and with Michael Long (University of Maryland) and Silvina Montrul (University of Illinois at Urbana- Champaign) as discussants. In the afternoon there will be a doctoral workshop with presentations from 18 ongoing doctoral dissertation projects. Because no specific theme has been designated for the conference itself, the papers to be presented represent the full range of current SLA concerns. This year’s plenary speakers are Michael Long (University of Maryland), Silvina Montrul (University of Illinois at Urbana-Champaign), Florence Myles (University of Essex) and our own Inge Bartning (Stockholm University). There will be up to six parallel sessions during the three conference days. There will also be three special colloquia which address the topics ‘Complexity in L2 performance’, ‘Challenges facing non-native university teachers’, and ‘Second language interaction in diverse educational contexts’. No conference of this magnitude can be without a social programme. For those of you who arrive on Wednesday to attend the Language Learning Round table and the doctoral workshop, there is a ‘vinito’ reception at the Latin American Library offered by the Department of Spanish, Portuguese and Latin American Studies. On Thursday a Welcome Reception will take place at Stockholm City Hall. On Friday the Conference Dinner will be offered at the Atrium restaurant in the National Museum building. We hope you will enjoy these conference activities. 1 We, the 12 members of the Organising Committee, would finally like to give our special thanks to all 108 members of the Scientific Committee who have given of their time and expertise to reviewing the proposals. We would also like to express our greatest gratitude to our main sponsor, Riksbankens Jubileumsfond (The Tercentenary Foundation of the Swedish Central Bank). We hope that the conference events and activities will offer you opportunities to meet colleagues, share perspectives and be inspired by new developments, and we wish you a fruitful and enjoyable conference and a very pleasant stay in Stockholm! The Eurosla 21 Organising Committee 2 2 Committees The Eurosla 21 Organising Committee Camilla Bardel (chair), Stockholm University Niclas Abrahamsson, Stockholm University Inge Bartning, Stockholm University Emanuel Bylund, Stockholm University Lars Fant, Stockholm University Fanny Forsberg Lundell, Stockholm University Anna Gudmundson, Stockholm University Victorine Hancock, Stockholm University Kenneth Hyltenstam, Stockholm University Christina Lindqvist, Uppsala University Alan McMillion, Stockholm University Rakel Österberg, Stockholm University Eurosla 21 Scientific Committee Niclas Abrahamsson Lena Ekberg Annelie Ädel Britt Erman Malin Ågren June Eyckmans Panos Athanasopoulos Lars Fant John Archibald Tess Fitzpatrick Monica Axelsson Fanny Forsberg Lundell Camilla Bardel Pauline Foster Inge Bartning Kari Fraurud María Bernal Fred Genesee Frank Boers Roger Gilabert Theo Bongaerts Aline Godfroid Christiane M. Bongartz Kira Gor Manne Bylund Jonas Granfeldt Teresa Cadierno Sylviane Granger Robert Carlisle Anna Gudmundson Vivian Cook Marianne Gullberg Una Cunningham Ayşe Gürel Helmut Daller Henrik Gyllstad Robert DeKeyser Gisela Håkansson Jean-Marc Dewaele Björn Hammarberg Christine Dimroth Victorine Hancock Catherine Doughty Christina Hedman Katarzyna Dziubalska Henriette Hendricks 3 Anne Holmen Rakel Österberg Alex Housen Mitsuhiko Ota Martin Howard Gabriele Pallotti Britta Hufeisen Despina Papadopoulou Jan H. Hulstijn Aneta Pavlenko Kenneth Hyltenstam Michel Paradis Baris Kabak Simona Pekarek Doehler Marit Helene Klöve Carmen Pérez Vidal Barbara Köpke María del Pilar García Mayo Folkert Kuiken Philip Prinz Alan James Rebekah Rast Scott Jarvis Vera Regan Thomas Johnen Leah Roberts Peter Jordens Jesús Romero Trillo Monique Lambert Jason Rothman Batia Laufer Philip Shaw Margareta Lewis Stephan Schmid Grace Lin Barbara Schmiedtovà Inger Lindberg Norman Segalowitz Christina Lindqvist Michael Sharwood Smith Patsy Lightbown David Singleton Sarah Ann Liszka Roumyana Slabakova Michael H. Long Antonella Sorace Roy Major Richard Towell Theo Marinis Jeanine Treffers-Daller Maisa Martin Ianthi Tsimpli Leyla Martý Ineke Vedder Alan McMillion Daniel Véronique James Milton Åke Viberg Murray Munro Anna Vogel Carmen Muñoz Shigenori Wakabayashi Florence Myles Martha Young-Scholten 4 3 Plenary presentations Age differences, aptitudes, and ultimate L2 attainment Michael H. Long University of Maryland Claims for a biologically based schedule for language learning were first advanced 50 years ago. 100+ studies later, debates continue as to the existence, scope and timing of one or more sensitive periods for SLA. I will begin by summarizing the current state of play. In a recent development, a number of researchers have suggested that the very few learners who achieve near-native L2 abilities do so because of superior language learning aptitude(s). I will review the somewhat conflicting results on relationships between aptitudes for implicit and explicit language learning and levels of ultimate L2 attainment by child and adult learners, and report on some recent findings from a study (Granena & Long, 2010) of 65 naturalistic Chinese learners of Spanish, long-term residents of Spain. Finally, I will discuss some implications of research findings on these issues for (S)LA theory and for educational policy. Are heritage languages like second languages? Silvina Montrul University of Illinois at Urbana-Champaign In recent years there has been increasing interest in the linguistic knowledge and language learning abilities of heritage speakers. In the context of the United States, heritage speakers are bilinguals who were exposed to a minority language at home (typically an immigrant language), either as the only language or together with the language of the wider speech community. It is common for heritage speakers to experience language shift during childhood, and, as a result, by early adulthood their first language ends up as their secondary and weaker language, while their second language becomes their dominant primary language. Because under these circumstances the heritage language is often incompletely acquired and/or undergoes attrition, it shows many of the structural characteristics typical of second language grammars acquired after the critical period. The differential degrees of 5 linguistic proficiency attained by adult heritage speakers raise several fundamental questions about the stability of early childhood bilingual acquisition and the role of input and use in the development and maintenance of a native language. They also raise key questions about the role of age and experience in the ultimate attainment of early and late adult bilinguals. Because many college-age heritage speakers turn to the foreign or second language classroom to learn, relearn, or expand their knowledge of the home language, critical questions also arise as to how heritage speakers are similar to, or different from, postpuberty second language learners. In this talk, I will present recent experimental research addressing the following questions: 1) Which areas of linguistic knowledge are robust and which are fragile under incomplete acquisition in both second language learners and heritage speakers? 2) Does age of acquisition bring an advantage to heritage speakers in terms of native-like linguistic knowledge as compared to late second language learners? 3) Do differences in the language
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