32.2592, Calls: German; Applied Ling, Comp Ling, Lang Acquisition, Psycholing, Text/Corpus Ling/Tübingen, Germany

[The LINGUIST List]

LINGUIST List: Vol-32-2592. Sat Aug 07 2021. ISSN: 1069 - 4875.

Subject: 32.2592, Calls: German; Applied Ling, Comp Ling, Lang Acquisition, Psycholing, Text/Corpus Ling/Tübingen, Germany

Moderator: Malgorzata E. Cavar (linguist at linguistlist.org)
Student Moderator: Jeremy Coburn, Lauren Perkins
Managing Editor: Becca Morris
Team: Helen Aristar-Dry, Everett Green, Sarah Robinson, Nils Hjortnaes, Joshua Sims, Billy Dickson
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Everett Green <everett at linguistlist.org>
================================================================


Date: Sat, 07 Aug 2021 21:20:57
From: Zarah Weiss [zweiss at sfs.uni-tuebingen.de]
Subject: Adaptive Linguistic Complexity: Readability, Developmentally Proximal Input, Alignment (DGFS 2022, AG 11)

 
Full Title: Adaptive Linguistic Complexity: Readability, Developmentally Proximal Input, Alignment (DGFS 2022, AG 11) 

Date: 23-Feb-2022 - 25-Feb-2022
Location: Eberhard Karls Universität Tübingen, Germany 
Contact Person: Zarah Weiss
Meeting Email: zweiss at sfs.uni-tuebingen.de
Web Site: https://dgfs.de/de/themen2/dgfs-2022-in-tuebingen.html 

Linguistic Field(s): Applied Linguistics; Computational Linguistics; Language Acquisition; Psycholinguistics; Text/Corpus Linguistics 

Subject Language(s): German (deu)

Call Deadline: 01-Sep-2021 

Meeting Description:

Aspects related to adaptive linguistic complexity are discussed in several
different fields: Readability research investigates which texts can be read by
which reader for which purpose, second language acquisition research aims to
determine what constitutes developmentally proximal input effectively
fostering acquisition for a given learner, research into spoken language
classroom interaction asks whether teachers offer appropriately complex input
for children to acquire academic language abilities (“Bildungssprache”), and
dialog research studies alignment phenomena in which interlocutors
linguistically adapt to each other’s language. 

While the fields differ in their particular focus, the linguistic complexity
of the language used – in the sense of the elaborateness and variedness of the
linguistic means used to convey a given meaning in a given task – plays an
important role in each of them. We therefore want to bring together
researchers to discuss adaptive linguistic complexity in the different
domains, how it can be measured and modeled, and how such models can be
empirically validated. Where can linguistic insight help in systematically
shaping language form for a given audience? What constitutes developmentally
proximal input for second language acquisition, and where is this similar or
different for academic language acquisition? For which domains of linguistic
modeling can alignment processes be observed in dialogues – and is this the
same process supporting acquisition in the zone of proximal development?

We believe that bringing together researchers from different (sub)fields
around the theme of adaptive linguistic complexity can help establish a common
conceptual and methodological basis needed to mutually benefit from the
research insights published in the so-far separate literatures – and can also
help highlight the relevance of linguistic analysis for a range of applied
domain.


Call for Papers:

The presentation language at the workshop will be English. We encourage
research on a broad range of languages and on written as well as spoken
language. Topics of interest include (but are not limited to): 

- How can (adaptive) linguistic complexity be measured and modeled (e.g.,
across languages, in spoken language, in authentic learning contexts) and how
can such models be empirically validated? 
- Where can linguistic insight help in systematically shaping language form
for a given audience (for example but not limited to language learning
contexts)?  
- What constitutes developmentally proximal input for second (or first)
language acquisition, and where is this similar or different for academic
language acquisition (in the first or second language)? 
- For which domains of linguistic modeling can alignment processes be observed
in dialogues – and is this the same process supporting acquisition in the zone
of proximal development? 
- Which effects do tasks or register effects have on the assessment of
(adaptive) linguistic complexity across different linguistic domains? 

We also invite project descriptions and progress reports for research focused
on or integrating complexity research into the assessment of language
adaptivity. 

Submissions should consist of an anonymized abstract of 1 page (plus unlimited
references) using Times New Roman 12pt. Abstracts should be sent as PDFs to
zweiss at sfs.uni-tuebingen.de no later than Sep 1, 2021 in an email listing the
title of the abstract and authors. Notifications of acceptance will be sent
out by Sep 15, 2021.




------------------------------------------------------------------------------

***************************    LINGUIST List Support    ***************************
 The 2020 Fund Drive is under way! Please visit https://funddrive.linguistlist.org
  to find out how to donate and check how your university, country or discipline
     ranks in the fund drive challenges. Or go directly to the donation site:
                   https://crowdfunding.iu.edu/the-linguist-list

                        Let's make this a short fund drive!
                Please feel free to share the link to our campaign:
                    https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-32-2592	
----------------------------------------------------------