27.3513, Calls: Applied Ling, Lang Acquisition/UK

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Wed Sep 7 15:46:54 EDT 2016


LINGUIST List: Vol-27-3513. Wed Sep 07 2016. ISSN: 1069 - 4875.

Subject: 27.3513, Calls: Applied Ling, Lang Acquisition/UK

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Date: Wed, 07 Sep 2016 15:46:34
From: Oscar Bladas Marti [o.bladasmarti at qub.ac.uk]
Subject: Teaching Formulaic Language to L2 Learners

 
Full Title: Teaching Formulaic Language to L2 Learners 

Date: 16-Jul-2017 - 21-Jul-2017
Location: Belfast, Northern Ireland, United Kingdom 
Contact Person: Oscar Bladas Marti
Meeting Email: o.bladasmarti at qub.ac.uk

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Call Deadline: 15-Oct-2016 

Meeting Description:

In recent years L2 teaching and learning materials have increasingly paid more
attention to formulaic forms, including collocations, discourse markers, and
indirect speech formulae (e.g. Can you help me?). This growing interest in
formulaic language suggests that materials developers and publishers,
teachers, and students, are becoming more aware of the importance of mastering
L2 formulaic forms so as to ‘speak’ and ‘sound’ like a native speaker (see
Ellis 2012, Meunier 2012). To some extent, this interest in formulaic language
in the area of L2 teaching and learning is due to the growing research in
formulaic language from a variety of theoretical backgrounds, including, e.g.,
Corpora Linguistics and Construction Grammar. Recent publications (see
Corrigan et al. 2009, Wood 2010a, 2010b) show that formulaic language is no
longer regarded as a marginal or even an anecdotal area of study, but a
relevant —and interdisciplinary— research field which can greatly contribute
to our understanding of language structure and use. 

However, the pedagogical approach to formulaic language poses interesting, and
challenging, questions to the research in the field. Two simple questions such
as “What do we need to teach?” and “How can we teach it?” are not, by any
means, easy to answer. As Meunier (2012) indicates, teachers need, first, to
identify formulaic forms, and, second, to know whether a particular formulaic
form is worth being taught or not. In addition, teachers need to know how to
teach formulaic language in an effective way. On a more theoretical level,
these two questions also challenge any definition of formulaic language and
any attempt to formalise a diverse, yet similar, wide range of forms. 

References:
   
Corrigan, Roberta, Moravcsik, Edith A., and Ouali, Hamid (Eds.) (2009a).
Formulaic Language, Volume 1: Distribution and Historical Change. Amsterdam:
John Benjamins. Corrigan, Roberta; Moravcsik, Edith A., and Ouali, Hamid
(Eds.) (2009b). Formulaic Language, Volume 2: Acquisition, Loss, Psychological
Reality, and Functional Explanations. Amsterdam: John Benjamins. Ellis, Nick
C. (2012). Formulaic Language and Second Language Acquisition: Zipf and the
Phrasal Teddy Bear. Annual Review of Applied Linguistics, 32, pp 17 – 44.
Meunier, Fanny (2012). Formulaic Language and Language Teaching. Annual Review
of Applied Linguistics, 32, pp 111 – 129. Wood, David (2010a). Perspectives on
Formulaic Language: Acquisition and Communication. London: Continuum. Wood,
David (2010b). Formulaic Language and Second Language Speech Fluency:
Background, Evidence and Classroom Applications. London: Continuum.


Call for Papers:
 
Submissions are invited to the panel on Teaching Formulaic Language to L2
Learners, International Pragmatics Conference, Belfast, Northern Ireland,
16-21 July 2017. This panel wishes to promote the debate on formulaic language
paying special attention to the theoretical and pedagogical challenges posed
by L2 learning and teaching in this particular area of study. Any scholar
currently working on the area of formulaic language and/or L2 language
learning and teaching (of any language) is welcome to submit a presentation to
the panel and participate in the panel discussion.

Please see the above session description. If you are interested in
participating or would like further information please email me at:
o.bladasmarti at qub.ac.uk

Dr. Oscar Bladas Marti
School of Social Sciences, Education, and Social Work
Queen's University Belfast




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