<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01//EN" "http://www.w3.org/TR/html4/strict.dtd">
<html>
<head>
</head>
<body style="background-color: #fff;">
<span style="display:none"> </span>
<!--~-|**|PrettyHtmlStartT|**|-~-->
<div id="ygrp-mlmsg" style="position:relative;">
<div id="ygrp-msg" style="z-index: 1;">
<!--~-|**|PrettyHtmlEndT|**|-~-->
<div id="ygrp-text" >
<p>
<div class="Section1">
<div>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size:
10.0pt;font-family:Arial;color:navy;">Chers collègues,<o></o></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size:
10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size:
10.0pt;font-family:Arial;color:navy;">Veuillez trouver ci-dessous notre deuxième
appel à communication (modifié).<o></o></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size:
10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;">'Second (amended) call for papers'<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;">Workshop on L2 proficiency assessment<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;">February 24/25th 2012<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;">EMMA - Université Paul Valéry <st1><st1>Montpellier</st1></st1> 3<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><font size="3" face="Times New Roman"><span style="font-size:12.0pt;"><a href="https://sites.google.com/site/l2proficiency/home"><font face="Arial"><span lang="EN-GB" style="font-family:Arial;">https://sites.google.com/site/l2proficiency/home</span></font></a></span></font><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;"><o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span lang="EN-GB" style="font-size:14.0pt;font-family:
Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Scroll down for French
version. Version française plus bas.<o></o></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">This bilingual French/English workshop seeks to bring together
linguists interested in the assessment of proficiency in second language (L2)
use. Generally, the workshop aims to identify reliable methods to assess L2
learner proficiency so as to enhance comparability across Second Language
Acquisition (SLA) research results.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Traditionally, Second Language Acquisition (SLA) research focuses
on:<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">defining how learners' source and target languages influence their
interlanguage (Hickmann et al. 1998, Hendricks et al. 2008, Lambert, et al.
2008, Perdue 1993, Slobin 2004);<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">determining stages of L2 acquisition (Perdue 1993, Bartning and
Schlyter 1997, 2004, Hawkins and Buttery 2009); and<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">identifying cognitive mechanisms common to learners' native
language (L1) and their L2 (Watorek 2004, Lenart 2006).<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Independently of their line of investigation, <st1>SLA</st1>
studies tend to rely on learners whose proficiency level in L2 is yet to be
clearly assessed. Although such assessment is essential to reach accurate and
meaningful interpretations of research results (Thomas 1994, Pallotti 2009), a
range of proficiency measures remain to be identified to ensure consistent
assessment of L2 learners' levels of proficiency. In addition, and beyond
research purposes, identifying proficiency measures will directly benefit
second language teachers who need reliable tests to assess students' language
skills through exams or language certificates (e.g. TOEFL, <st1>Cambridge</st1>
and <st1>Oxford</st1> language tests, CLES in <st1><st1>France</st1></st1>
…).<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Questions we are currently exploring, and which we would like to
submit to discussion are:<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">what morpho-syntactic and lexical criteria can be used to determine
learners' stage of acquisition?<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">What psycholinguistic indicators can be used to determine learners'
proficiency level? </span></font><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">(e.g. processing speed?)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">what kind of language test is appropriate to assess L2 learners'
production and comprehension skills?<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Submissions for paper and poster presentations are welcome in
French and in English and we particularly welcome submissions on the topics of:<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">the acquisition of French and English as a second language;<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">the assessment of tense, aspect and modality in <st1>SLA</st1>;<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">language certificates as a way to assess language skills<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Interested researchers are invited to send a 500-word abstract
(excluding references) in French or in English to <a href="mailto:L2proficiency@gmail.com">L2proficiency@gmail.com</a> before 30th
October 2011.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">A publication of the conference proceedings is envisaged.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;">Language policy:</span></font></b><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:
Arial;color:navy;"> presentations in French or in English are accepted. All
speakers will be asked to provide a handout or a power point presentation in
English.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;">Plenary speakers :</span></font></b><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"> Inge Bartning (<st1><st1>Stockholm</st1> <st1>University</st1></st1>),
Heather Hilton (Paris 8 University)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;">Organizing committee : </span></font></b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Sandra Deshors, <st1>Pascale
Leclercq</st1>, Isabelle Ronzetti (EMMA - Université Montpellier 3)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;">2ème appel à communication (modifié)<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;">Atelier sur l’évaluation du niveau des
apprenants d’une L2<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;">24-25 février 2012<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;">EMMA - Université Paul Valéry Montpellier 3<o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><font size="3" face="Times New Roman"><span style="font-size:12.0pt;"><a href="https://sites.google.com/site/l2proficiency/home"><font face="Arial"><span style="font-family:Arial;">https://sites.google.com/site/l2proficiency/home</span></font></a></span></font><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;"><o></o></span></font></b></p>
<p class="MsoNormal" align="center" style="text-align:center;"><b><font size="4" color="navy" face="Arial"><span style="font-size:14.0pt;font-family:Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Ce
colloque bilingue français/anglais vise à l’identification de méthodes
fiables de mesure du niveau des apprenants d’une langue seconde, pour une
meilleure comparabilité des résultats de la recherche, et pour une meilleure
évaluation des apprenants en contexte pédagogique. <o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Les
études sur l’acquisition des langues secondes poursuivent généralement
les objectifs suivants :<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">rechercher
l’influence de la langue source et de la langue cible dans
l’interlangue des apprenants (Hickmann et al, 1998, Hendriks et al.
2008, Lambert, Carroll, von Stutterheim 2008, Perdue 1993, Slobin 2004) ;<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">déterminer
des stades d’acquisition de la L2, indépendamment des paires de langues
en présence (Perdue 1993, Bartning & Schlyter 1997, 2004, Hawkins
& Buttery 2009) ;<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">rechercher
les procédés cognitifs communs à l’acquisition de la langue maternelle et
des langues étrangères (Watorek 2004, Lenart 2006).<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Quelle
que soit leur optique théorique, ces études se basent sur l’analyse
d’une ou de plusieurs populations d’apprenants, dont le niveau dans
la langue cible doit être clairement défini (Ellis 2009, Pallotti 2009). La
définition du niveau de langue des apprenants est toutefois loin d’être
aisée et l’identification d’un nombre restreint de mesures de
niveau fiables serait un véritable atout pour la recherche sur
l’acquisition des langues secondes et permettrait une meilleure
comparabilité des résultats de la recherche (Thomas 1994, Pallotti 2009). <o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">La
question de l’évaluation du niveau des apprenants se pose également de
manière très forte pour les enseignants de langue, qui doivent évaluer les
compétences de leurs apprenants, soit à l’occasion des examens, soit pour
certifier leur niveau de langue (TOEFL, tests de Cambridge ou d’Oxford,
CLES en France…)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Les
pistes d’analyse sont les suivantes :<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">quels
critères morphosyntaxiques et lexicaux utiliser pour déterminer le stade
d’acquisition des apprenants ?<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">quels
indicateurs psycholinguistiques pour déterminer le niveau des
apprenants ? (rapidité de traitement de l’information, capacité de
mémorisation…) <o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">quel
type de test pour évaluer les compétences de production et de
compréhension ? (volet didactique)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Nous
accueillerons toutes les propositions de communication orales ou poster, en
français ou en anglais, explorant par exemple : <o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">l’acquisition
de l’anglais ou du français ;<o></o></span></font></p>
<p class="MsoNormal"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">la
production (écrite/orale) des apprenants ;<o></o></span></font></p>
<p class="MsoNormal"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">le
domaine verbal (temps/espace, aspect, modalité) en L2 ;<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><![if !supportLists]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><span>-<font size="1" face="Times New Roman"><span style="font:7.0pt "Times New Roman";">
</span></font></span></span></font><![endif]><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">l’évaluation
des compétences en langue par l’intermédiaire des certifications.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Les
chercheurs intéressés sont invités à envoyer un résumé de 500 mots maximum
(bibliographie non comprise), à envoyer avant le 30 octobre 2011 à </span></font><font size="2" face="Arial"><span style="font-size:10.0pt;font-family:Arial;"><a href="mailto:L2proficiency@gmail.com">L2proficiency@gmail.com</a> .<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Une
publication est envisagée à l’issue du colloque.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;">Langues de l’atelier :</span></font></b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"> les communications pourront se faire en français ou en anglais.
Tous les participants seront priés de fournir un support en anglais pendant
leur présentation.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;"><o> </o></span></font></b></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;">Conférencières invitées :</span></font></b><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"> Inge Bartning (<st1><st1>Stockholm</st1> <st1>University</st1></st1>),
Heather Hilton (Paris 8 University)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;font-weight:bold;">Comité d’organisation : </span></font></b><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Sandra Deshors, <st1>Pascale
Leclercq</st1>, Isabelle Ronzetti (EMMA - Université Montpellier 3)<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal"><font size="4" color="navy" face="Arial"><span style="font-size:
14.0pt;font-family:Arial;color:navy;">References / Bibliographie<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Bartning,
Inge (1997), “L’apprenant dit avancé et son acquisition d’une
langue étrangère. Tour d’horizon et esquisse d’une caractérisation
de la variété avancée,“ in <i><span style="font-style:italic;">AILE</span></i>
9:9-50 .<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Bartning,
Inge, Schlyter, Suzanne (2004). “Itinéraires acquisitionnels et stades de
développement en français L2,“ in <i><span style="font-style:italic;">Journal
of French Language Studies</span></i> 14:281-299.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Ellis, Rod (2009). “The differential effects of three types
of task planning on the fluency, complexity, and accuracy in L2 oral
production,” in <i><span style="font-style:italic;">Applied Linguistics</span></i>,
30 (4): 474-509.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Hawkins, John A., Buttery, Paula, (2009). “Using learner
language from corpora to profile levels of proficiency: Insights from the
English Profile Programme,” in <i><span style="font-style:italic;">Studies
in Language Testing: The Social and Educational Impact of Language Assessment</span></i>.
<st1><st1>Cambridge</st1> <st1>University</st1></st1> Press.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Hendriks, Henriëtte, Hickmann, Maya & Demagny, Annie-Claude
(2008). “How adult English learners of French express caused motion: a
comparison with English and French natives,” in <i><span style="font-style:italic;">AILE</span></i> 27: 15-41.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Lambert,
Monique, Carroll, Mary, von Stutterheim, Christiane (2008). “Acquisition
en L2 des principes d’organisation de récits spécifiques aux langues,“
in <i><span style="font-style:italic;">AILE </span></i>26: 11-29.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Lenart,
Ewa (2006). <i><span style="font-style:italic;">Acquisition des procédures de
détermination nominale dans le récit en français et polonais L1, et en français
L2. Étude comparative de deux types d'apprenant : enfant et adulte.</span></i>
Saint Denis, Université Paris 8, Thèse de doctorat. <o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Pallotti, Gabriele (2009). “CAF: defining, refining and
differentiating constructs,” in <i><span style="font-style:italic;">Applied
Linguistics</span></i> 30 (4): 590-601.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Perdue, Clive (ed.) (1993). <i><span style="font-style:italic;">Adult
language acquisition: cross-linguistic perspectives, 2 vols.</span></i>
Cambridge University Press.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Slobin, Dan I. (2004). “The many ways to search for a frog:
Linguistic typology and the expression of motion events.” In S.
Strömqvist & L. Verhoeven (Eds.), <i><span style="font-style:italic;">Relating
events in narrative: Vol. 2. Typological and contextual perspectives</span></i>.
<st1>Mahwah</st1>, <st1>NJ</st1>: <st1><st1>Lawrence</st1></st1> Erlbaum
Associates: 219-257.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"> <o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;">Thomas, Margaret (1994)."Assessment of L2 proficiency in
second language acquisition,” in <i><span style="font-style:italic;">Language
Learning</span></i> Vol. 44 Number 2: 307-336.<o></o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span lang="EN-GB" style="font-size:10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
<p class="MsoNormal" style="text-align:justify;"><font size="2" color="navy" face="Arial"><span style="font-size:10.0pt;font-family:Arial;color:navy;">Watorek,
M. (ed.) (2004). “Construction du discours par des enfants et des
apprenants adultes,“ in <i><span style="font-style:italic;">Langages </span></i>155:
3-13.<o></o></span></font></p>
<p class="MsoNormal"><font size="3" face="Times New Roman"><span style="font-size:
12.0pt;"><o> </o></span></font></p>
<p class="MsoNormal"><font size="2" color="navy" face="Arial"><span style="font-size:
10.0pt;font-family:Arial;color:navy;"><o> </o></span></font></p>
</div>
</div>
<!-- end group email --></p>
</div>
<!--~-|**|PrettyHtmlStart|**|-~-->
<div style="color: #fff; height: 0;">__._,_.___</div>
<div id="ygrp-actbar" style="clear: both; margin-bottom: 10px; white-space: nowrap; color: #666; padding-top: 15px;">
<div>
<a href="mailto:ppeleclercq@free.fr?subject=Re%A0%3A%202nd%20Call%20for%20Papers%20%28Amended%29-%20Workshop%20on%20L2%20Proficiency%20Assessment%20-%20Montpellier%203" style="margin-right: 0; padding-right: 0;">
Répondre à <span style="font-weight: 700;">expéditeur</span></a> |
<a href="mailto:parislinguists@yahoogroupes.fr?subject=Re%A0%3A%202nd%20Call%20for%20Papers%20%28Amended%29-%20Workshop%20on%20L2%20Proficiency%20Assessment%20-%20Montpellier%203">
Répondre à <span style="font-weight: 700;">groupe</span></a> |
<a href="http://fr.groups.yahoo.com/group/parislinguists/post;_ylc=X3oDMTJwYmxvMmhiBF9TAzk3NDkwNDY4BGdycElkAzMxNDkxMjQEZ3Jwc3BJZAMyMTIzODEyNTI4BG1zZ0lkAzM1MDAEc2VjA2Z0cgRzbGsDcnBseQRzdGltZQMxMzE4NTM5MTg3?act=reply&messageNum=3500">Répondre <span style="font-weight: 700;">en mode Web</span></a> |
<a href="http://fr.groups.yahoo.com/group/parislinguists/post;_ylc=X3oDMTJlcDYxMWFuBF9TAzk3NDkwNDY4BGdycElkAzMxNDkxMjQEZ3Jwc3BJZAMyMTIzODEyNTI4BHNlYwNmdHIEc2xrA250cGMEc3RpbWUDMTMxODUzOTE4Nw--" style="font-weight: 700;">Nouvelle discussion</a>
</div>
<a href="http://fr.groups.yahoo.com/group/parislinguists/message/3474;_ylc=X3oDMTM0bGlmajcwBF9TAzk3NDkwNDY4BGdycElkAzMxNDkxMjQEZ3Jwc3BJZAMyMTIzODEyNTI4BG1zZ0lkAzM1MDAEc2VjA2Z0cgRzbGsDdnRwYwRzdGltZQMxMzE4NTM5MTg3BHRwY0lkAzM0NzQ-">Toute la discussion</a>
(<span style="font-weight: 700;">2</span>)
</div>
<!------- Start Nav Bar ------>
<!-- |**|begin egp html banner|**| -->
<!-- |**|end egp html banner|**| -->
<!-- |**|begin egp html banner|**| -->
<div id="ygrp-vital" style="background-color: #e0ecee; font-family: Verdana; font-size: 10px; margin-bottom: 10px; padding: 10px;">
<span id="vithd" style="font-weight: bold; color: #333; text-transform: uppercase; ">Activités récentes:</span>
<ul style="list-style-type: none; margin: 0; padding: 0; display: inline;">
<li style="border-right: 1px solid #000; font-weight: 700; display: inline; padding: 0 5px; margin-left: 0;">
<span class="cat"><a href="http://fr.groups.yahoo.com/group/parislinguists/members;_ylc=X3oDMTJmc2p0YjM1BF9TAzk3NDkwNDY4BGdycElkAzMxNDkxMjQEZ3Jwc3BJZAMyMTIzODEyNTI4BHNlYwN2dGwEc2xrA3ZtYnJzBHN0aW1lAzEzMTg1MzkxODc-?o=6" style="text-decoration: none;">Nouveaux membres</a></span>
<span class="ct" style="color: #ff7900;">6</span>
</li>
</ul>
<div style="clear: both; padding-top: 2px; color: #1e66ae;">
<a href="http://fr.groups.yahoo.com/group/parislinguists;_ylc=X3oDMTJlbGFjcGZyBF9TAzk3NDkwNDY4BGdycElkAzMxNDkxMjQEZ3Jwc3BJZAMyMTIzODEyNTI4BHNlYwN2dGwEc2xrA3ZnaHAEc3RpbWUDMTMxODUzOTE4Nw--" style="text-decoration: none;">Aller sur votre groupe</a>
</div>
</div>
<div id="ygrp-grfd" style="font-family: Verdana; font-size: 12px; padding: 15px 0;">
<!-- |**|begin egp html banner|**| -->
Pour se desinscire, envoyer un mel à parislinguists-unsubscribe@yahoogroups.com<BR>
Pour s'inscrire, envoyer un mel à parislinguists-subscribe@yahoogroups.com
<!-- |**|end egp html banner|**| -->
</div>
<div id="ft" style="font-family: Arial; font-size: 11px; margin-top: 5px; padding: 0 2px 0 0; clear: both;">
<a href="http://fr.groups.yahoo.com/;_ylc=X3oDMTJkNWczOTFlBF9TAzk3NDkwNDY2BGdycElkAzMxNDkxMjQEZ3Jwc3BJZAMyMTIzODEyNTI4BHNlYwNmdHIEc2xrA2dmcARzdGltZQMxMzE4NTM5MTg3" style="float: left;"><img src="http://l.yimg.com/a/i/us/yg/logo/fr.gif" height="19" width="145" alt="Yahoo! Groupes" style="border: 0;"/></a>
<div style="color: #747575; float: right;">Passer à : <a href="mailto:parislinguists-traditional@yahoogroupes.fr?subject=Changer le format : Traditionnel" style="text-decoration: none;">Texte seulement</a>, <a href="mailto:parislinguists-digest@yahoogroupes.fr?subject=Messages du groupe : Résumé" class="margin-rt" style="text-decoration: none;">Résumé du jour</a> • <a href="mailto:parislinguists-desabonnement@yahoogroupes.fr?subject=Désinscription" style="text-decoration: none;">Désinscription</a> • <a href="http://fr.docs.yahoo.com/info/utos.html" style="text-decoration: none;">Conditions d’utilisation</a></div>
</div>
<!-- |**|end egp html banner|**| -->
</div> <!-- ygrp-msg -->
<!-- Sponsor -->
<!-- |**|begin egp html banner|**| -->
<div id="ygrp-sponsor" style="width:160px; float:right; clear:none; margin:0 0 25px 0; background: #fff;">
<!-- Start Recommendations -->
<div id="ygrp-reco">
</div>
<!-- End Recommendations -->
</div> <!-- |**|end egp html banner|**| -->
<div style="clear:both; color: #FFF; font-size:1px;">.</div>
</div>
<img src="http://geo.yahoo.com/serv?s=97490468/grpId=3149124/grpspId=2123812528/msgId=3500/stime=1318539187" width="1" height="1"> <br>
<div style="color: #fff; height: 0;">__,_._,___</div>
<!--~-|**|PrettyHtmlEnd|**|-~-->
</body>
<!--~-|**|PrettyHtmlStart|**|-~-->
<head>
<style type="text/css">
<!--
#ygrp-mkp {
border: 1px solid #d8d8d8;
font-family: Arial;
margin: 10px 0;
padding: 0 10px;
}
#ygrp-mkp hr {
border: 1px solid #d8d8d8;
}
#ygrp-mkp #hd {
color: #628c2a;
font-size: 85%;
font-weight: 700;
line-height: 122%;
margin: 10px 0;
}
#ygrp-mkp #ads {
margin-bottom: 10px;
}
#ygrp-mkp .ad {
padding: 0 0;
}
#ygrp-mkp .ad p {
margin: 0;
}
#ygrp-mkp .ad a {
color: #0000ff;
text-decoration: none;
}
#ygrp-sponsor #ygrp-lc {
font-family: Arial;
}
#ygrp-sponsor #ygrp-lc #hd {
margin: 10px 0px;
font-weight: 700;
font-size: 78%;
line-height: 122%;
}
#ygrp-sponsor #ygrp-lc .ad {
margin-bottom: 10px;
padding: 0 0;
}
a {
color: #1e66ae;
}
#actions {
font-family: Verdana;
font-size: 11px;
padding: 10px 0;
}
#activity {
background-color: #e0ecee;
float: left;
font-family: Verdana;
font-size: 10px;
padding: 10px;
}
#activity span {
font-weight: 700;
}
#activity span:first-child {
text-transform: uppercase;
}
#activity span a {
color: #5085b6;
text-decoration: none;
}
#activity span span {
color: #ff7900;
}
#activity span .underline {
text-decoration: underline;
}
.attach {
clear: both;
display: table;
font-family: Arial;
font-size: 12px;
padding: 10px 0;
width: 400px;
}
.attach div a {
text-decoration: none;
}
.attach img {
border: none;
padding-right: 5px;
}
.attach label {
display: block;
margin-bottom: 5px;
}
.attach label a {
text-decoration: none;
}
blockquote {
margin: 0 0 0 4px;
}
.bold {
font-family: Arial;
font-size: 13px;
font-weight: 700;
}
.bold a {
text-decoration: none;
}
dd.last p a {
font-family: Verdana;
font-weight: 700;
}
dd.last p span {
margin-right: 10px;
font-family: Verdana;
font-weight: 700;
}
dd.last p span.yshortcuts {
margin-right: 0;
}
div.attach-table div div a {
text-decoration: none;
}
div.attach-table {
width: 400px;
}
div.file-title a, div.file-title a:active, div.file-title a:hover, div.file-title a:visited {
text-decoration: none;
}
div.photo-title a, div.photo-title a:active, div.photo-title a:hover, div.photo-title a:visited {
text-decoration: none;
}
div#ygrp-mlmsg #ygrp-msg p a span.yshortcuts {
font-family: Verdana;
font-size: 10px;
font-weight: normal;
}
.green {
color: #628c2a;
}
.MsoNormal {
margin: 0 0 0 0;
}
o {
font-size: 0;
}
#photos div {
float: left;
width: 72px;
}
#photos div div {
border: 1px solid #666666;
height: 62px;
overflow: hidden;
width: 62px;
}
#photos div label {
color: #666666;
font-size: 10px;
overflow: hidden;
text-align: center;
white-space: nowrap;
width: 64px;
}
#reco-category {
font-size: 77%;
}
#reco-desc {
font-size: 77%;
}
.replbq {
margin: 4px;
}
#ygrp-actbar div a:first-child {
/* border-right: 0px solid #000;*/
margin-right: 2px;
padding-right: 5px;
}
#ygrp-mlmsg {
font-size: 13px;
font-family: Arial, helvetica,clean, sans-serif;
*font-size: small;
*font: x-small;
}
#ygrp-mlmsg table {
font-size: inherit;
font: 100%;
}
#ygrp-mlmsg select, input, textarea {
font: 99% Arial, Helvetica, clean, sans-serif;
}
#ygrp-mlmsg pre, code {
font:115% monospace;
*font-size:100%;
}
#ygrp-mlmsg * {
line-height: 1.22em;
}
#ygrp-mlmsg #logo {
padding-bottom: 10px;
}
#ygrp-mlmsg a {
color: #1E66AE;
}
#ygrp-msg p a {
font-family: Verdana;
}
#ygrp-msg p#attach-count span {
color: #1E66AE;
font-weight: 700;
}
#ygrp-reco #reco-head {
color: #ff7900;
font-weight: 700;
}
#ygrp-reco {
margin-bottom: 20px;
padding: 0px;
}
#ygrp-sponsor #ov li a {
font-size: 130%;
text-decoration: none;
}
#ygrp-sponsor #ov li {
font-size: 77%;
list-style-type: square;
padding: 6px 0;
}
#ygrp-sponsor #ov ul {
margin: 0;
padding: 0 0 0 8px;
}
#ygrp-text {
font-family: Georgia;
}
#ygrp-text p {
margin: 0 0 1em 0;
}
#ygrp-text tt {
font-size: 120%;
}
#ygrp-vital ul li:last-child {
border-right: none !important;
}
-->
</style>
</head>
<!--~-|**|PrettyHtmlEnd|**|-~-->
</html>
<!-- end group email -->