15.3592, Calls: General Ling/Netherlands; Applied Ling/Cyprus

Fri Dec 24 03:11:52 UTC 2004

LINGUIST List: Vol-15-3592. Thu Dec 23 2004. ISSN: 1068 - 4875.

Subject: 15.3592, Calls: General Ling/Netherlands; Applied Ling/Cyprus

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1)
Date: 23-Dec-2004
From: Peter de Swart < P.deSwart at let.ru.nl >
Subject: PIONIER Workshop on 'Animacy' 

2)
Date: 22-Dec-2004
From: Richard Lingwood < eltconf at lefke.edu.tr >
Subject: Literature in TEFL: Theory & Practice 

-------------------------Message 1 ---------------------------------- 
Date: Thu, 23 Dec 2004 22:02:58
From: Peter de Swart < P.deSwart at let.ru.nl >
Subject: PIONIER Workshop on 'Animacy' 

Full Title: PIONIER Workshop on 'Animacy' 

Date: 19-May-2005 - 20-May-2005
Location: Radboud University Nijmegen, Netherlands 
Contact Person: Sander Lestrade
Meeting Email: pionierworkshop at let.ru.nl

Linguistic Field(s): General Linguistics; Linguistic Theories;
Psycholinguistics; Typology 

Call Deadline: 10-Feb-2005 

Meeting Description:

In this workshop we wish to collect insights from researchers working on
animacy from a theoretical, typological, and/or experimental perspective. 

PIONIER Workshop on ''Animacy''
Dates: May 19 & 20, 2005 
Place: Radboud University Nijmegen, The Netherlands
Organizers: Monique Lamers, Sander Lestrade, and Peter de Swart

Invited speakers:
-	Joan Bresnan (Stanford University)
-	Östen Dahl (Stockholm University)
-	Martin Pickering (University of Edinburgh)

Where argument features such as thematic role, person, number and gender
have played a major role in the development of formal theories of language,
there is no agreement on the role animacy might have in grammar (see, for
instance, the discussion between Newmeyer (2002) and Bresnan and Aissen
(2002)). Nevertheless, animacy is reported to play an important role in
many languages of the world.

On the one hand we find clear cases in which animacy surfaces in the
grammar. A case in point are languages with a so-called differential object
marking system (Aissen 2003). In these languages overt morphological
marking of the object is often dependent on the animacy features of this
argument: Direct objects that are animate are overtly marked whereas ones
that are inanimate lack overt morphological marking.

On the other hand we see that animacy plays a role in the 'background' even
in languages in which it does not surface overtly. From corpus studies it
is a well-known fact that in transitive sentences animate NPs occur more
often in subject position and inanimate NPs in object position. Where in
some languages the constraint that subjects should be higher than objects
in animacy is grammaticalized, in other languages this constraint surfaces
as a statistical tendency (see Dahl and Fraurud (1996) for Swedish). 

Furthermore, there is long-known evidence from psycholinguistic research
for the on-line use of animacy information in both comprehension
(Trueswell, Tanenhaus, and Garnsey 1994) and production (Prat-Sala,
Branigan, Pickering and Shillcock, (1996)). There is, nevertheless, an
ongoing debate how animacy exactly affects the on-line processes, and how
it relates to the use of other types of information (e.g.
(morpho)syntactic, prosodic, pragmatic, and other types of conceptual
information). 

We think time is ripe to pin down the importance of animacy in languages
and grammar, language processing, and language acquisition. In this
workshop we wish to collect insights from theoretical, typological, and
experimental linguistics. Researchers that address one of the following
topics (among many others) are encouraged to contribute:

-	Experimental studies with an animacy manipulation
-	Modelling the role of animacy in production and comprehension
-	Case studies on the role of animacy in specific languages
-	Generalizations on the role of animacy across languages
-	Formal accounts of animacy effects and the role of animacy in theories of
language
-	Bridging the gap between formal linguistics and experimental linguistics

Deadline of submission: February 10, 2005
Notification of acceptance: March 1, 2005
Dates of workshop: May 19 & 20, 2005 

Abstracts should be anonymous and no longer than two pages, including
references and examples, with 1-inch margins, times 12pt, and
single-spacing. Please send your abstract as a PDF-file to
pionierworkshop at let.ru.nl. Please specify your name, title of your paper,
e-mail address, institution and affiliation in the message body of your email.

If you have any further questions please send an e-mail to the organizers
at pionierworkshop at let.ru.nl.

-------------------------Message 2 ---------------------------------- 
Date: Thu, 23 Dec 2004 22:03:02
From: Richard Lingwood < eltconf at lefke.edu.tr >
Subject: Literature in TEFL: Theory & Practice 

Full Title: Literature in TEFL: Theory & Practice 

Date: 24-Mar-2005 - 25-Mar-2005
Location: Lefke, TRNC, Cyprus 
Contact Person: Richard Lingwood
Meeting Email: eltconf at lefke.edu.tr
Web Site: http://www.lefke.edu.tr/tefl2005/

Linguistic Field(s): Applied Linguistics; Language Acquisition; Ling & Literature 

Subject Language(s): English (ENG)

Call Deadline: 11-Feb-2005 

Meeting Description:

Literature in TEFL: Theory & Practice

Conference dates 24 & 25 March 2005

ELT Department of the European University of Lefke
http://www.lefke.edu.tr/tefl2005/

Aladdin and His Magic Lamp was memorised by children in Turkish Cypriot
primary schools in the 1930s, perhaps led by an untrained teacher with
little English and a faint idea of the story's meaning.  Subsequently,
there was an international reaction against the cultural justification for
the use of literature as teachers of EFL developed the careful accumulation
of skills taught to fulfill expertly honed learning objectives.  Many EFL
teachers at the European University of Lefke are enthusiastic about using
literature to teach TEFL: indeed, our MA Course Literature in TEFL is
indicative of this interest.  However, few text books about literature in
TEFL relate their creative inspirations to precise cultural and language
learning objectives. Let us polish the lamp of literature in TEFL and see
what emerges.

The morning plenary sessions address theoretical issues, while in the
afternoons a choice of seminar and workshop sessions explore their
practical application.

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