27.262, Calls: Applied Ling, Cog Sci, Lang Acq, Neuroling, Psycholing/Austria

Thu Jan 14 17:09:50 UTC 2016

LINGUIST List: Vol-27-262. Thu Jan 14 2016. ISSN: 1069 - 4875.

Subject: 27.262, Calls: Applied Ling, Cog Sci, Lang Acq, Neuroling, Psycholing/Austria

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Date: Thu, 14 Jan 2016 12:09:40
From: Tanja Angelovska [tanja.angelovska at sbg.ac.at]
Subject: International Conference L2 Grammar Acquisition

Full Title: International Conference L2 Grammar Acquisition 

Date: 01-Jul-2016 - 02-Jul-2016
Location: Salzburg, Austria, Austria 
Contact Person: Tanja Angelovska
Meeting Email: tanja.angelovska at sbg.ac.at

Linguistic Field(s): Applied Linguistics; Cognitive Science; Language Acquisition; Neurolinguistics; Psycholinguistics 

Subject Language(s): English (eng)

Call Deadline: 05-Mar-2016 

Meeting Description:

The international Conference ''L2 Grammar Acquisition: New Research on
Processing Instruction, Input Manipulation and Teaching Implications'' will be
hosted by the Department of English and American Studies and the School of
Education (University of Salzburg, Austria) in partnership with the Centre for
Applied Research and Outreach in Language Education – CAROLE (University of
Greenwich, UK.

Date: 1-2 July 2016
Location: University of Salzburg (PLUS) Unipark, Erzabt-Klotz-Straße 1, 5020
Salzburg, Austria.

Plenary Speakers:

Alessandro Benati (Professor of Applied Linguistics and Second Language
Studies, University of Greenwich and Director of the Centre for Applied
Research and Outreach in Language Education, United Kingdom)
Dietmar Röhm (Professor for Psycho-, Clinical- and Neurolinguistics,
University of Salzburg, Austria)
Michael Sharwood Smith (Professor Emeritus, Heriot-Watt University, Scotland
UK and Honorary Professorial Fellow, Edinburgh University, United Kingdom)

The role of input in instructed second language acquisition has dominated the
field leaving researchers, language teachers and practitioners to witness a
shift from the original question “Does instruction make a difference?” to the
more specific question “Does manipulating input make a difference?”. The issue
of how learners interact with input has been investigated by measuring
particular kinds of input-oriented and meaning-based instructional
interventions, such as input flood, textual enhancement and processing
instruction. However, the findings are not completely conclusive on when and
how these instructional interventions should be combined so that they have an
impact on acquisition.  Interestingly, the majority of the studies in the
field have primarily made use of listening and reading measures (so-called
off-line measures) to elicit how learners comprehend and process sentences.
While these off-line measures are enriching our understanding of the nature of
target language processing to some extent, more nuanced insights into
measuring implicit knowledge, as generated through processing instruction,
input flood and/or textual enhancement, are needed. Addressing this existing
methodological gap should include new off-line measurements and on-line
measurements such as eye tracking, self-paced reading and ERPs (event-related
potentials) within the research of processing and manipulating input. 

The purpose of the conference is three-fold:

- To present and discuss new classroom-based research conducted to measure the
relative effects of processing and manipulating input in the target language
by using new off-line and on-line measurements, 
- To present and discuss the methodological advances made in experimental
research with grammar instructional interventions, and
- To offer specific evidence-based guidelines to teachers about when and how
to employ the grammar instructional interventions, how to combine them and how
to design activities.

Interested teachers of all school types are especially encouraged to join us
for the second day where we will offer workshop/s, implications-based plenary
and a round table discussion with international experts.

Abstract submission: 5 March 2016
Notification of Acceptance: 20 March 2016
Registration Opens: 20 March 2016
Deadline for Registration: 10 April 2016

Conference website: a microsite within CAROLE’s website is under construction.

We hope to see you in Salzburg in July 2016.

Call for papers:

The focus of the first day of the conference will be on Research and the focus
of the second day is on Teaching.  Interested teachers of all school types are
especially encouraged to join us for the second day where we will offer
workshop/s, implications-based plenary and a round table discussion with
international experts.

We are keen to attract presentation proposals with a clear focus on the
conference theme from researchers and practitioners in the fields of Applied
Linguistics, SLA, TESOL, Psycholinguistics, Neurolinguistics, Neurocognitive
Sciences, Clinical Language Studies, Neurosciences and Psychology, as well as
interdisciplinary research projects.  

We welcome proposals for:

a) Paper presentations (20 minutes + 10 minutes for questions)
b) Poster proposals
c) Workshops (90 minutes): we will host 1 or 2 workshops related to the
overall conference theme

A title and 300 word (maximum) proposal should be sent by 5 March 2016 to: 
slaconf-sbg at outlook.com

Please indicate the type of proposal (a, b or c) you are submitting. Send two
versions (one of which should be fully anonymous, i.e. the abstract with the
title, but without authors or affiliations).

Notification of Acceptance: 20 March 2016

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