34.3020, Calls: Factors in the Differentiation Between Competence and Performance in Language Acquisition: Answers from an Interdisciplinary Perspective

[The LINGUIST List]

LINGUIST List: Vol-34-3020. Sun Oct 15 2023. ISSN: 1069 - 4875.

Subject: 34.3020, Calls: Factors in the Differentiation Between Competence and Performance in Language Acquisition: Answers from an Interdisciplinary Perspective

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Date: 13-Oct-2023
From: Marta Rivera Zurita [martarivera at uib.es]
Subject: Factors in the Differentiation Between Competence and Performance in Language Acquisition: Answers from an Interdisciplinary Perspective


Full Title: Factors in the differentiation between competence and
performance in Ln acquisition: answers from an interdisciplinary
perspective.

Date: 21-Aug-2024 - 24-Aug-2024
Location: Helsinki, Finland
Contact Person: Marta Rivera Zurita
Meeting Email: marta.rivera at uib.es

Linguistic Field(s): Psycholinguistics

Call Deadline: 05-Nov-2023

Meeting Description:

Workshop convenors: Marta Rivera & Pedro Guijarro-Fuentes (Universitat
de Les Illes Balears)
Keywords: L n Language Learning , Individual differences, Competence,
Performance, Context of Learning.

In the last 5 decades, research on Ln acquisition has framed different
factors, both internal and external to the learner, as responsible for
proficiency variation when acquiring or learning a new language. Those
attempts to picture the perfect circumstances (context of learning,
quality of the input, and so on) and learners’ characteristics
(aptitude, motivation, cognitive abilities, among others) started with
the idea first exposed by Chomsky (1965) about the need to focus on
the person who uses the language in order to define the existence of
the perfect speaker in that given language. According to Chomsky, it
was imperative to differentiate between competence (knowledge of the
language) and performance (use of the language) when defining the
characteristics of the perfect speaker and the perfect development of
the language.
In order to do this, researchers from different fields - from
linguistics to psychology - over the past few decades have tried to
define the characteristics of such a linguistic competence and the
factors associated with it. In recent years different hypotheses have
framed the successful acquisition of a new language associated with
different cognitive mechanisms (see Dörnyei, 2005 for a review). Built
on this foundation, and considering language as part of a
domain-general cognitive system, the Declarative/Procedural Model
(Ullman, 2001, 2004, 2020) proposes that the mechanisms of use and
storage of language knowledge will be found in either the declarative
or procedural memory system, and the implication of one or another
system would be modulated by differences in the context and the
learner, especially during new grammar learning.
Taking those perspectives into account, research in Ln
acquisition/learning has evolved to a complex research field framed by
relevant evidence on the implication of different factors during new
language acquisition and learning (Morgan-Short et al., 2022; Spada &
Tomita, 2010), both from the linguistic and psycholinguistic
perspective.
With the previous preamble in mind, the aim of this workshop is to
address the following central question: To what extent do individual
differences affect the development and final state of underlying
linguistic competence? Contributors from different interdisciplinary
backgrounds are invited to address a number of related issues and
sub-issues, including, but not limited to: (1) types of individual
differences (e.g., cognitive, social, linguistic), (2) assessment of
development and final state (e.g., off-line, on-line), and (3) the
nature of linguistic competence (e.g., subcomponents such as
phonology, morphology, syntax, language vs. communication).
A discussion on this topic will generate a meeting point of
understanding between different perspectives that traditionally have
explored the same phenomena without much integration between them.
Therefore, we especially encourage interdisciplinary research to be
present in this workshop.

Call for Papers:

Workshop description:
In the last 5 decades, research on Ln acquisition has framed different
factors, both internal and external to the learner, as responsible for
proficiency variation when acquiring or learning a new language. Those
attempts to picture the perfect circumstances (context of learning,
quality of the input, and so on) and learners’ characteristics
(aptitude, motivation, cognitive abilities, among others) started with
the idea first exposed by Chomsky (1965) about the need to focus on
the person who uses the language in order to define the existence of
the perfect speaker in that given language. According to Chomsky, it
was imperative to differentiate between competence (knowledge of the
language) and performance (use of the language) when defining the
characteristics of the perfect speaker and the perfect development of
the language.
In order to do this, researchers from different fields - from
linguistics to psychology - over the past few decades have tried to
define the characteristics of such a linguistic competence and the
factors associated with it. In recent years different hypotheses have
framed the successful acquisition of a new language associated with
different cognitive mechanisms (see Dörnyei, 2005 for a review). Built
on this foundation, and considering language as part of a
domain-general cognitive system, the Declarative/Procedural Model
(Ullman, 2001, 2004, 2020) proposes that the mechanisms of use and
storage of language knowledge will be found in either the declarative
or procedural memory system, and the implication of one or another
system would be modulated by differences in the context and the
learner, especially during new grammar learning.
Taking those perspectives into account, research in Ln
acquisition/learning has evolved to a complex research field framed by
relevant evidence on the implication of different factors during new
language acquisition and learning (Morgan-Short et al., 2022; Spada &
Tomita, 2010), both from the linguistic and psycholinguistic
perspective.
With the previous preamble in mind, the aim of this workshop is to
address the following central question: To what extent do individual
differences affect the development and final state of underlying
linguistic competence? Contributors from different interdisciplinary
backgrounds are invited to address a number of related issues and
sub-issues, including, but not limited to: (1) types of individual
differences (e.g., cognitive, social, linguistic), (2) assessment of
development and final state (e.g., off-line, on-line), and (3) the
nature of linguistic competence (e.g., subcomponents such as
phonology, morphology, syntax, language vs. communication).
A discussion on this topic will generate a meeting point of
understanding between different perspectives that traditionally have
explored the same phenomena without much integration between them.
Therefore, we especially encourage interdisciplinary research to be
present in this workshop.
Call for papers:
In essence, we would like to have 8-10 papers on the field in Ln
acquisition. For our workshop proposal, we are soliciting preliminary
abstracts of 300 words (excluding references) to be sent to the
convenors (Marta Rivera: marta.rivera at uib.es and Pedro
Guijarro-Fuentes: p.guijarro at uib.es ) by November 5th .
If the workshop proposal is accepted by the SLE organizers, all
participants will be asked to submit their full abstracts (500 words)
before January 15th, 2024.
If you are planning to send your abstract, we highly recommend sending
us an email beforehand to make us aware of your intentions.



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