32.2827, Calls: Applied Ling, Comp Ling, Gen Ling, Lang Acquisition/Belgium

[The LINGUIST List]

LINGUIST List: Vol-32-2827. Sun Sep 05 2021. ISSN: 1069 - 4875.

Subject: 32.2827, Calls: Applied Ling, Comp Ling, Gen Ling, Lang Acquisition/Belgium

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Date: Sun, 05 Sep 2021 18:56:20
From: David Alfter [david.alfter at uclouvain.be]
Subject: Building CEFR-graded Resources for Second and Foreign Language Learning

 
Full Title: Building CEFR-graded Resources for Second and Foreign Language Learning 
Short Title: GR4L2 

Date: 07-Dec-2021 - 07-Dec-2021
Location: Louvain-la-Neuve, Belgium 
Contact Person: David Alfter
Meeting Email: david.alfter at uclouvain.be
Web Site: https://uclouvain.be/fr/instituts-recherche/ilc/plin/gr4l2.html 

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

Call Deadline: 15-Sep-2021 

Meeting Description:

The strong relationship between vocabulary knowledge and reading comprehension
has been thoroughly researched and confirmed (Laufer, 1992; Hsueh-Chao, &
Nation, 2000). Readers should ideally know between 95% and 98% of the words in
a text to adequately comprehend it (Laufer and Ravenhorst-Kalovski, 2010).
Given that the larger the vocabulary, the better the comprehension of texts,
foreign language curriculums should stress the need to teach new vocabulary
items. As learners cannot easily learn thousands of words, it is crucial for
foreign language curriculum designers, publishers of educational materials and
textbooks, or even teachers to identify the most important words to teach at
each stage of the learning process.

The most common answers to that challenge have been (1) to use frequency lists
obtained from a large corpus of texts intended for native readers (Kucera and
Francis, 1967; Leech et al., 2001; Brysbaert and New, 2009; etc.) and (2) to
rely on expert knowledge, such as teacher expertise or linguists’
recommendations (Beacco et al., 2008; Capel, 2010). The advantage of the
latter approach is its ability to relate words to some difficulty scale, in
particular that of the CEFR, but its empirical foundations have been
challenged. More recently, new trends have been investigated, such as
frequency lists projected onto the CEFR scale (Kilgariff et al., 2014) or
resources in which word frequencies are estimated on texts intended for L2
readers (François et al., 2014; Dürlich and François, 2018). However, these
new trends only focus on the lexicon, whereas the CEFR Reference Level
Descriptors (Beacco et al., 2008; O’Keeffe and Mark, 2017) may include
grammatical structures, functions, pattern of spelling development, morphemic
patterns, etc.  

Recent efforts have opened new avenues for research in the field of graded
resources for language learning. Lindström et al. (2021) aim at developing
data-driven CEFR-graded resources for grammatical or morphological patterns.
In parallel, new lexical resources have used meanings as the main entry
instead of the spelling form (Alfter, 2021; Tack et al. 2018).  

This workshop therefore aims at bringing together all current efforts about
manual or automatic building of language resources with CEFR labels and at
strengthening current initiatives by building a community around these topics.


Call for Papers:

=Topics of interest=

We solicit abstracts on all topics related to CEFR-graded resources for
language learning, such as (but not limited to) the following themes:

* creation of CEFR-graded resources (either via manual or automatic processes)
* validation of CEFR-graded resources on various publics
* graded resources for vocabulary, syntax, semantics, pragmatics  
* practical applications of graded resources (for language learning, natural
language processing, pedagogy, etc.)
* theoretical foundations of graded resources
* discussion of the pros and cons of the CEFR scale for graded resources
* comparison between CEFR-graded resources and other graded resources

=Abstract submission=

Abstracts are to be written in English (max 500 words, excluding title and
references) and should be anonymized.
Abstracts are to be submitted in PDF format to the electronic conference
management platform EasyChair using the following link:
https://easychair.org/conferences/?conf=gr4l2 

All authors of accepted abstracts will be invited to submit a full-length
paper for the post-workshop proceedings, planned to be published in Cahiers du
Cental. Submitted papers will undergo another round of reviews in order to
decide which papers to include in the proceedings.  

==Presentation==

Accepted abstracts will be presented orally. Presentations may be short or
long, at the discretion of the organizing committee. You may indicate a
preference during abstract submission.

=Important dates=

15 September: Abstract submission deadline  
15 October: Registration opens
20 October: Notification of acceptance




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LINGUIST List: Vol-32-2827	
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