33.694, Calls: English, French; Language Acquisition/Austria

[The LINGUIST List]

LINGUIST List: Vol-33-694. Wed Feb 23 2022. ISSN: 1069 - 4875.

Subject: 33.694, Calls: English, French; Language Acquisition/Austria

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Date: Wed, 23 Feb 2022 14:35:23
From: Isabel Repiso [isabel.repiso at plus.ac.at]
Subject: L2 acquisition of non-equivalent linguistic and cognitive categories in Romance and Germanic languages: Transfer revisited

 Full Title: L2 acquisition of non-equivalent linguistic and cognitive categories in Romance and Germanic languages: Transfer revisited 
Short Title: GeRoSLA 

Date: 29-Sep-2022 - 30-Sep-2022
Location: Salzburg Universität, Austria 
Contact Person: Isabel Repiso
Meeting Email: isabel.repiso at plus.ac.at
Web Site: https://gerosla.sciencesconf.org/ 

Linguistic Field(s): Language Acquisition 

Subject Language(s): English (eng)
                     French (fra)

Language Family(ies): Romance 

Call Deadline: 31-May-2022 

Meeting Description:

The main objective of the conference is to gain a more profound understanding
of how Germanic-speaking learners of Romance languages deal with lacking or
non-equivalent categories in their native language (e.g. grammatical aspect,
conceptualization of time, space and motion), taking into consideration the
conceptual and the linguistic-typological level alike (conceptual transfer,
linguistic transfer and linguistic relativity). Bringing together researchers
from different theoretical frameworks, the conference should provide a unique
opportunity to discuss and triangulate results from various strands of
research, thus rendering a more fine-grained picture of the cognitive
conceptualization and linguistic encoding of time, perspective, space and
motion in a second language.

Germanic and Romance languages differ in the conceptualization and
verbalization of various cognitive categories (e.g. time, perspective, space,
motion). These typological differences have been pointed out as an explicative
factor for L2 conceptual transfer (Jarvis & Pavlenko 2010, Jarvis 2015). As
for motion conceptualizations, evidence has been given on the influence of
verb-framed languages’ specificities in L2 German figure-oriented
conceptualizations, rather than manner-oriented ones (Flecken et al. 2015c).
Conversely, learners from languages enabling the expression of motion by
satellite elements (such as Italian) show an earlier use of satellite
particles in L2 English compared to learners whose L1 lacks satellite adjuncts
(Anastasio 2019). Concerning aspectual conceptualizations, it has been shown
that the lack of grammatical devices encoding progressive aspect in German and
the existence of V-ing in English entails significant differences in the
allocation of attentional resources: native speakers of German focusing on the
agent of the action performed, whereas native speakers of English focus on the
action itself (Flecken et al. 2015b). 

Apart from conceptual differences, dissimilarities between the L1 and the L2
with respect to the linguistic means used for the expression of the
above-mentioned categories (or the lack of certain devices on the whole) often
pose a challenge to L2 learners. In the field of tense-aspect studies, for
example, it has been shown that the L1 exerts an important influence on the
acquisition of tense and aspect in an L2 (cf. Salaberry 2008 or Bardovi-Harlig
& Comajoan-Colomé 2020 for an overview). In this context, several studies
illustrate that learners whose L1 lacks grammatical aspect (e.g. German) or
whose L1 expresses aspectual notions differently from the target language
(i.e. non-equivalent form-meaning mappings), have difficulties acquiring a
Romance L2 (cf. e.g. McManus 2015, Diaubalick & Guijarro-Fuentes 2019,
González & Quintana Hernández 2018, Salaberry 2011). 

The present conference aims at addressing the following (non-exhaustive)
topics: 
- L1 transfer effects at different stages of L2 acquisition (e.g. the
influence of non-equivalent form-meaning mappings between the L1 and the L2) 
- L1/L2 differences regarding the attentional resources used for the
conceptualization and verbalization of temporal and aspectual notions 
- The role of the L1 in the conceptualization and verbalization of dynamic
events by L2 learners (e.g. as to motion and spatial relations) 
- The correlation between linguistic encodings and attentional resources
allocated to particular aspects of a process in L1 vs. L2 (e.g. endpoints,
ongoingness, frequency) 
- Pedagogical implications (e.g. the evaluation of specific teaching methods
focusing on awareness-raising strategies in the domain of non-equivalent
cognitive categories and their linguistic representations)


Call for Papers:

For the most up-to-date information, please see this page:
https://gerosla.sciencesconf.org/resource/page/id/4

Submission guidelines:
- To submit a paper, you must first create an account on the conference
website, then follow the process outlined on the website under 'Comment soumettre ?'
- Abstracts will not exceed 400 words (title and references not included).

Important:
Although the call for proposals explicitly mentions the categories of aspect
and space, proposals presenting original results on other categories are also
welcome.



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