call for papers workshop on dummy auxiliaries

[Josje Verhagen]

Dear info-childes,

Here is a call for papers for a workshop on dummy auxiliaries in (a)typical
first and second language acquisition. *

*

*Dummy auxiliaries in (a)typical first and second language acquisition** *

* *

*1-2 July 2010 *

*Radboud** University Nijmegen, Netherlands*

* *

*Invited speakers:*

*María del Pilar García Mayo (Universidad del País Vasco; Vitoria-Gasteiz)*

*Rosemarie Tracy (Universität Mannheim)*

*Stephanie Haberzettl (Carl von Ossietzky Universität Oldenburg)
*

**

*Solveig Chilla (Universität Bremen)*

*Sjef Barbiers (Meertens Institute Amsterdam)*

*Shalom Zuckerman (Utrecht University)*

*Jan de Jong (University of Amsterdam)*

*Antje Orgassa (Radboud University)*

****

* *

During the past few decades, language acquisition studies have reported
learners’ use of semantically empty or ‘dummy verbs’ such as the verb form
‘is’ in the Dutch – ungrammatical - sentence “Hij is doorrijden” (He is
drive). These constructions resemble English do-support constructions where
‘do’ lacks a proper meaning. The use of dummy verbs has been reported for
English, Dutch and German. Moreover, dummy constructions are found in the
speech of children learning their native language (L1), second language
learners (L2), and children with specific language impairment (SLI).

Several explanations have been proposed for learners’ use of dummy verbs:
pragmatic accounts (Huebner, 1989), semantic-pragmatic accounts (Jordens &
Dimroth, 2006; Starren, 2002; Verhagen, 2009), and structural accounts
framed in a generative approach (Blom & De Korte, 2008; Fleta, 2003; García
Mayo et al., 2005; Van de Craats, 2009; Van Kampen, 1997; Zuckerman, 2001)
or usage-based approach (Haberzettl, 2003). In addition, researchers have
stressed the role of native language transfer (Van de Craats & Van Hout, in
press), sociolinguistic and regional variation in the input (Zuckerman,
2001), and the role of dummy verbs as markers of cultural ethnicity
(Cornips, 2000).

Despite the extensive research in this area, a number of questions are still
open or debated:

-          Do dummy verbs have semantic or pragmatic functions, and if so,
which ones?

-          What is the relation between dummy verbs and the syntactic
positions in which they appear?

-          What are the differences/similarities between different types of
acquisition (L1, L2, SLI)?

-          What is the role of L2 learners’ native language?

-          What is the role of input?



The aim of the workshop is to address these questions and thus obtain a
better understanding of the use of dummy verbs in different types of
acquisition processes.

See also:
http://www.ru.nl/cls/events_news/cls-events/cls_agenda_2010/call_for_papers_for_1/
**



*Submission guidelines:*



Abstracts for a 45-minute presentation should be in English and include the
following (separate) documents:

   1.  Cover Page: Title of presentation, Authors’ names and affiliations,
Contact information (Name, address,

        telephone number and email address of first author).

   2.  Abstract: Title of presentation, Summary of research undertaken (300
words maximum, single spaced).



Abstract must be composed in either MS Word or RTF format with paper size
set to A4 and submitted as an attachment to an email (not as part of the
body of the email) to: *I.v.d.Craats at let.ru.nl.*



Deadline for abstracts: April 1st 2010 ,  Notification of acceptance: May
1st 2010



*We explicitly invite researchers working in different theoretical
frameworks, working with different groups of language learners and working
on different languages!*



Organizing committee:

                                               Ineke van de Craats (Radboud
University Nijmegen),

Josje Verhagen (Utrecht University)

Elma Blom (University of Amsterdam/University of Alberta)
*


*

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