32.2388, Calls: Applied Ling, Gen Ling, Lang Acq/Germany

[The LINGUIST List]

LINGUIST List: Vol-32-2388. Thu Jul 15 2021. ISSN: 1069 - 4875.

Subject: 32.2388, Calls: Applied Ling, Gen Ling, Lang Acq/Germany

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Date: Thu, 15 Jul 2021 13:46:34
From: Holden Härtl [holden.haertl at uni-kassel.de]
Subject: Depicting grammatical categories in theoretical linguistics and language education

 
Full Title: Depicting grammatical categories in theoretical linguistics and language education 
Short Title: LiDi 2022 

Date: 28-Apr-2022 - 29-Apr-2022
Location: University of Kassel, Germany 
Contact Person: Holden Härtl
Meeting Email: holden.haertl at uni-kassel.de

Linguistic Field(s): Applied Linguistics; General Linguistics; Language Acquisition 

Call Deadline: 30-Nov-2021 

Meeting Description:

The depiction and conceptualization of grammatical categories vary widely, not
only depending on linguistic frameworks, but also when we consider interface
areas between theoretical linguistics and language education. A disparity is
particularly evident with respect to grammatical notions like word order,
tense or aspect and how these are employed in language pedagogy. Our workshop
provides an opportunity for researchers from educational linguistics and
modern formal approaches to natural language to communicate about useful ways
of implementing theoretical notions and visual representations in
corresponding application-oriented areas of grammar and language teaching. The
overall aim of our workshop is to explore new teaching methodologies and, by
approaching language pedagogy through a linguistic lens, to close the gap
between theory and practice in educational research. 

The link between education and linguistics carries information not only from
linguistics to education but also vice versa (Hudson 2020) so that both fields
may profit from one another. The difficulties L2 learners of all proficiency
levels face when they deal with grammatical structures in the target language
occur partly because many traditional analyses do not offer appropriate
guidelines for teachers to formulate instructions which would make the
acquisition of these categories more systematic and thus successful (Flecken
2010). Against this background, it is LiDi 2022’s prospective goal to
contribute to closing the gap between theoretical perspectives on grammar, on
the one hand, and develop guidelines on how to convey these notions in
educational contexts, on the other. 

Invited speaker: Rosemarie Tracy (University of Mannheim)


Call for Papers:

LiDi 2022 will bring together different perspectives on how grammatical
categories are represented linguistically across languages in both theoretical
linguistics and language pedagogy. Language-specific categories like aspect or
tense are approached from different angles in linguistics, see, e.g., Klein
(2009), Paslawska & Stechow (2012) or Musan (1999), and our workshop aims at
discussing how the implications of linguistic analyses can be implemented
fruitfully in educational frameworks (see,, e.g., Dudley & Slabakova 2020).
 
We invite submissions for oral presentations. Abstracts should not exceed 2
pages, including data and references (11 pt font minimum, single spacing, 1
inch/2.5 cm margins on all sides). Abstracts should be sent by e-mail (with a
PDF and Word file) to lidi2022uks at gmail.com. Please include your name,
affiliation, and the title of your presentation. Presentations should be in
English. 

LiDi 2022 invites contributions that discuss but are not limited to the
following topics:
- What is the nature of the connection between theoretical linguistics and
language teaching?
- What are useful ways of implementing theoretical grammar notions in
pedagogical approaches? 
- What is the function of grammatical notions in second language / grammar
acquisition? 
- How can empirical evidence help to produce innovations in the different
fields of language teaching?
- In what ways does the use of linguistic analysis produce progress in teacher
training education?

Submission deadline: November 30, 2021 
Notification of acceptance: January 15, 2022

For more on the history of the LiDi conferences, see the LiDi conference
series: 
https://ling.sprachwiss.uni-konstanz.de/pages/home/trotzke/lidi.html 

References: 
Dudley, A. & Slabakova, R. (2020). Aspectual contrasts in the English present
tense revisited: Exploring the role of input and L1 influence. Pedagogical
Linguistics, 1(1), 66-93.
Flecken, M. (2010). Event conceptualization in language production of early
bilinguals. Utrecht: LOT.
Hudson, R. (2020). Towards a pedagogical linguistics. Pedagogical Linguistics,
1(1), 8–33.
Klein, W. (2009). How time is encoded. In: W. Klein & P. Li (eds.), The
Expression of Time, 39–82. Berlin: De Gruyter Mouton.
Musan, R. (1999). Die Lesarten des Perfekts. Zeitschrift für
Literaturwissenschaft und Linguistik, 29(1), 6–51.
Paslawska, A. & Stechow, A. (2012). Perfect readings in Russian. In: A.
Alexiadou, M. Rathert, & A. Stechow (eds.), Perfect Explorations (307–362).
Berlin, Boston: De Gruyter Mouton.




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LINGUIST List: Vol-32-2388	
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