22.2086, Calls: Language Acquisition, Applied Linguistics/United Kingdom

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LINGUIST List: Vol-22-2086. Sun May 15 2011. ISSN: 1068 - 4875.

Subject: 22.2086, Calls: Language Acquisition, Applied Linguistics/United Kingdom

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1)
Date: 13-May-2011
From: Barbara Pizziconi [bp3 at soas.ac.uk]
Subject: Workshop on the Acquisition of Modality
 

	
-------------------------Message 1 ---------------------------------- 
Date: Sun, 15 May 2011 16:29:15
From: Barbara Pizziconi [bp3 at soas.ac.uk]
Subject: Workshop on the Acquisition of Modality

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Full Title: Workshop on the Acquisition of Modality 

Date: 09-Jul-2011 - 09-Jul-2011
Location: London, United Kingdom 
Contact Person: Barbara Pizziconi, Mika Kizu
Meeting Email: bp3 at soas.ac.uk, mk89 at soas.ac.uk

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Call Deadline: 31-May-2011 

Meeting Description:

A one-day workshop on the 'Acquisition of Modality' will be held at SOAS, University of London on 9 July 2011. The organizers are part of a research team working on a project on the acquisition of modal categories and modal markers (e.g. epistemic, deontic, utterance-level, etc.) by learners of Japanese, but we also invite specialists of other languages to join us and exchange ideas and research findings.

Previous research noted the lack of correspondence between the phenomena covered by the term modality in Japanese and in other languages (e.g. English), but we welcome the discussion of potentially incommensurate phenomena, and the acquisition of forms or cognitive categories that may be absent in learners' mother tongue. 

Participation fees: £15

The workshop is organized by Barbara Pizziconi (bp3 at soas.ac.uk) and Mika Kizu (mk89 at soas.ac.uk), and queries can be directed to either of them. 

Call for Papers:

Questions we are currently exploring, and which we would like to submit to discussion, are: 

- Which theoretical definition of modality should be adopted in language acquisition studies? Definitions offered in linguistic studies which do not have language users/learners at their theoretical core may satisfy the criterion of ontological rigor, but may fail to capture the way modality is presented to and represented by learners in institutional contexts.

- Which approach to the study of modality is most fruitful in order to explain acquisitional problems and illustrate acquisitional paths? While formal approaches are generally more suitable to quantitative analyses, functional approaches have an edge with regards to the description of non-linear, non-cumulative acquisitional paths driven by learners' expressive capabilities and needs. What should a realistic and manageable research design look like to combine the merits of both approaches?

- Which research instruments are available that would enable us to capture learners' understandings, or tap into learners' knowledge, in this domain? 

- What is the impact of classroom instruction and/or residence abroad in the development of modality?

- How can we link the results of exploratory research on modality acquisition to recommendations on pedagogical practice in the context of the traditional/structural or more recent (e.g. CEFR-based) syllabi?

Interested researchers and language teachers are invited to submit proposals for 20-minute presentations. Proposals should contain:

a. The name(s), affiliation(s) and email address(es) of the researcher(s)
b. 300 words abstract of the proposed topic

Proposals should be submitted electronically to the organizers by 31 May 2011.







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