| title | summary | date | time | room |
|---|---|---|---|---|
| A Bayesian approach to subjective uncertainty of L2 knowledge (R. Bley-Vroman) --Cancelled-- |
Bayesian rationality provides a framework for describing uncertain L2 knowledge and characterizing its development. A conceptualization is adopted in which probabilities are understood to represent subjective (un)certainty of belief, rather than knowledge of input probability. Bayesian prior probabilities interact with probabilities derived from the input. | Saturday, October 18 | 3:40-4:10 | Keoni Auditorium |
| A case study of a Chinese heritage language program in Michigan (S. C-H. Chiu) | This case study investigates a Chinese heritage language program in a Taiwanese immigrant community in Michigan. Through the techniques of interviewing, the findings indicate complex profiles of motivations and expectations, with different definitions of identity and Chinese culture among the stakeholders including students, parents, teachers, administrators, and sponsors. | Saturday, October 18 | 3:40-4:10 | Kaniela |
| A comparison of the composing processes of three groups of ESL writers (C. Castro) | This study compares the composing processes of L2 learners who wrote while thinking aloud. The participants engaged mostly in rereading and rehearsing text before actual writing, with the regular and advanced groups exhibiting more of this behavior than the remedial group. Text-based composing processes occurred most frequently; few evaluative processes were identified. | Sunday, October 19 | 11:15-11:45 | Kaniela |
| A preliminary analysis of the organization of laughter tokens in peer interaction (A. Hasegawa) | With the methodological framework of conversation analysis, this study examined the organization of laughter tokens occasioned in peer interaction in Japanese-as-a-foreign-language classrooms. The analysis identified particular sequential positions in which laughter tokens were frequently observed. At the presentation, I will explicate such patterns with transcripts and sample video-recordings. | Sunday, October 19 | 9:40-10:10 | Tagore |
| A situated perspective on motivation: The process model (I. Yanguas) | Motivation in second language acquisition has been traditionally operationalized as a static variable and assessed in relation to holistic measures of achievement. This study investigates it as an internal dynamic construct that is not directly related to achievement but to some type of behavior that might potentially lead to learning. | Sunday, October 19 | 9:05-9:35 | Pacific |
| A usage-based approach to overpassivization: The role of input and conceptualization biases (S-K. Lee, M. Miyata, L. Ortega) | This study examines the widely attested case of overpassivization (What is happened?) in L2 English from a usage-based perspective. Performance by 56 L2 learners on a grammaticality judgment task showed clear effects for input frequency and input noise but not for conceptualization of an event as externally or internally caused. | Sunday, October 19 | 2:25-2:55 | Pacific |
| Agentivity of passives and inchoatives in second language learners of English and Korean (H-R. Joo) | This study investigates whether L2ers know the distinction between passives and inchoatives in terms of agentivity by conducting three experiments: a movie judgment task, and two written acceptability judgment tasks—one with sentences and one with question-answer mini-dialogues. | Saturday, October 18 | 10:15-10:45 | Pago Pago |
| Agreement and binding in the processing of anaphoric dependencies in L2 English (Y-T. Wang) | On the Shallow Structure Hypothesis, Clahsen & Felser (2006a,b) argued that L2 processing, unlike L1 processing, relies on shallow structures. In this study, the results suggest an alternative account for L2 processing, based on the demonstration of the application of Principle A and B found in L1 and L2 processing. | Saturday, October 18 | 10:50-11:20 | Kaniela |
| Alignment and interactional competence in JSL peer talk in study abroad (K. Masuda) | This study examines the interaction between seven Japanese second language (JSL) learners and Japanese peers in study abroad. Although there is a wide range of individual differences, the JSL learners' development of the use of interactional particles, especially ne as assessment, indicates high degree of alignment. | Friday, October 17 | 4:40-5:10 | Pacific |
| Analysis of instructor's gesture in feedback episodes in a JFL classroom (K. Nakatsukasa) | This study investigates an instructor's use of gesture in feedback episodes in a JFL classroom. The results show that the instructor used gesture to enhance the saliency of a target structure or to provide additional linguistic meaning. Furthermore, learners self-corrected their errors when feedback was provided both gesturally and verbally. | Friday, October 17 | 2:00-2:30 | Tagore |
| Annotating abstract vocabulary using multimedia: A pilot study (J. Xu, H. Wang) | The study investigated the effectiveness of three annotation types (text, text plus picture, and text plus video) on facilitating incidental learning of abstract vocabulary through L2 reading. | Friday, October 17 | 3:10-3:40 | Sarimanok |
| Are FL learners sensitive to neighborhood density and word frequency? (G. Yun) | We examined the effects of WF and ND on production of English learning Korean speakers. The results showed that L2 speakers' production partly reflects lexical organization in terms of WF and ND. First, high-frequency words with many phonological neighbors were produced with more expanded vowel space than those with few phonological neighbors. Second, L2 learners did not produce vowels in hard words more distinctly than in easy words like L1 speakers. | Sunday, October 19 | 9:05-9:35 | Kaniela |
| Are idioms processed differently by native speakers and second language learners? (K. Conklin, A. Siyanova, N. Schmitt) | This eye-tracking study investigates processing of English idioms by native speakers and L2 learners. Results suggest a processing advantage for idioms as shown by fewer and shorter fixations made by native speakers. Results for nonnative speakers indicate that they may treat such expressions in a similar way to novel phrases. | Sunday, October 19 | 1:50-2:20 | Pacific |
| Article measurement and accuracy judgment in L2 written narratives: English or Englishes? (H. L. Mello, R. Upor) | This study investigates the underlying processes of article accuracy and use in narratives by Kiswahili speakers learning English. Beyond initial quantitative analyses, corpus techniques reveal learners' varying use of demonstratives in place of articles, while positional analysis of accuracy judgments reveals perceptual differences between raters of different English language backgrounds. | Friday, October 17 | 4:40-5:10 | Tagore |
| Assessing a new approach to FSL instruction in a Canadian school board (C.Mady, S. Arnott) | The Accelerative Integrated Method (AIM) is currently being used to teach French in Canada and in many international EFL contexts. Salient characteristics of AIM include gestures, target language submersion, choral activity and drama, among others. This study examines the impact of AIM on Grade 8 students' experiences and French proficiency. | Saturday, October 18 | 3:40-4:10 | Pago Pago |
| Background, motivation, and reading ability of students of Chinese, Japanese, and Korean (K. Kondo-Brown) | This study investigates the extent to which motivation (as compared to background variables) is related to and predictive of the reading abilities of learners in university upper-level East Asian language (Chinese, Japanese, and Korean) courses. It recommends the development of language-specific strategic plans for teaching reading to these students. | Saturday, October 18 | 3:05-3:35 | Asia |
| Becoming a speaker of neo-liberalism: Promotion of entrepreneurial discourses in rural Tanzania (E. Boner) | This paper explores the informal learning spaces set up to encourage the learning of entrepreneurial discourses and practices in rural Tanzania by an American non-governmental agency. It raises questions about the role of translation, the negotiation of multiple contexts, and the socialization practices through which these discourses are promoted. | Sunday, October 19 | 10:40-11:10 | Pago Pago |
Between pragmatics and grammar: The L2 acquisition of formulas (K. Bardovi-Harlig) |
Results of a cross-sectional study of oral production of pragmatic formulas in a 5,500 response corpus by 172 learners and native speakers from an experiment simulating conversation suggests that learners' attempts at producing L2 conventional expressions are more consistent with construction by their developing grammar than retrieval of unanalyzed wholes. | Saturday, October 18 | 3:05-3:35 | Keoni Auditorium |
| Bilingual children's comprehension of relative clauses in Cantonese and English (V. Yip, A. Chan, S. Matthews) | We examined Cantonese-English bilingual children's comprehension of subject versus object relatives using a pointing task. Results indicated no subject advantage in their Cantonese, while the same children showed clear subject advantage in their L2 English. The new Cantonese data constitute an apparent challenge to the Noun Phrase Accessibility Hierarchy. | Sunday, October 19 | 10:40-11:10 | Pacific |
| Bimodal approaches: Combining wikis and chats for L2 collaborative writing (A. Oskoz, I. Elola) | This study examines the benefits of combining wikis and chats for FL collaboratively writing regarding accuracy, fluency, complexity, content and structure. The analysis of the essays, drafts in the wikis, chats, and questionnaires provide significant information about students' negotiations and awareness about aspects of FL writing. | Sunday, October 19 | 9:40-10:10 | Kaniela |
| Bring or take: That's the question in teaching deictic shifts in FL classrooms (Y. Hu, Y-C. Kang) | This study is to examine the learning of two English deictic verbs, bring and take by FL learners in Taiwan. Two teaching approaches were compared in the pilot stage: the traditional grammar translation method (GTM) and cognitive instruction (CI), which is context-oriented. Results strongly support CI in facilitating learning. | Sunday, October 19 | 9:05-9:35 | Tagore |
| Classroom interaction engendered by different form-and-accuracy exercises with advanced students (M. Källkvist) | This presentation focuses on the impact of two different kinds of form-and-accuracy exercises on teacher-student classroom interaction with advanced Swedish-speaking L2 users of English. The purpose is to explore whether the exercises lead to a) the same amount and type of interaction, and b) interaction that seems meaningful to students. | Saturday, October 18 | 11:25-11:55 | Asia |
| Clause-edge reactivations of fillers in processing English as a second language (L. Dekydtspotter, Y. Chang, O-H. Kim, A.K. Miller, V. Schaefer) | Recent experiments by Marinis et al. (2005) and Felser & Roberts (2007) suggest that non-native speakers (NNSs) cannot posit movement traces during processing, following the Shallow Structures Hypothesis (Clahsen & Felser, 2006a, b). In contrast, the present study suggests antecedent-priming effects at clause edge, characteristic of cyclic-movement traces, in NNSs. | Friday, October 17 | 2:00-2:30 | Pacific |
| Cloze tests: A tool for proficiency assessment in research on L2 French (A. Tremblay, M. Garrison) | As the field of L2 acquisition is evolving, L2 research methods are becoming increasingly rigorous. It is now imperative to report L2 learners' proficiency level by assessing it independently. This study presents the results of a cloze test designed for measuring the proficiency of French L2 learners in experimental research. | Friday, October 17 | 4:40-5:10 | Kaniela |
| CMC versus face-to-face interaction: A qualitative analysis using NVivo (M. Baralt) | This study compares the interactional patterns of face-to-face oral interaction with computer-mediated communication by conducting a qualitative analysis with NVivo. | Saturday, October 18 | 3:40-4:10 | Pacific |
| Comparing vocal and silent rehearsal methods in adult foreign word learning (M. Kaushanskaya, S. Van Hecke) | The present study examined rehearsal effects in adult foreign-vocabulary learning. Results suggest that vocal rehearsal benefited participants who learned phonologically-familiar foreign words. However, sub-vocal rehearsal benefited participants who learned phonologically-unfamiliar foreign words. These findings indicate that the benefits of different rehearsal methods depend on phonological properties of the new material. | Sunday, October 19 | 8:30-9:00 | Kaniela |
| Competence differences in heritage speaker grammars: The Interface Hypothesis across Spanish DP-phenomena (M. Iverson, J. Rothman) | This study examines Interface Vulnerability hypotheses with respect to language attrition in Spanish. We test Spanish heritage speaker knowledge of Noun-drop, a narrow syntactic property, and knowledge of syntax-semantic interface properties regulating semantic readings available for DPs and Bare Nominals. The data support the Interface Hypothesis for HS competence differences. | Sunday, October 19 | 1:50-2:20 | Pago Pago |
| Crossing, mockery, and stake inoculation: The use of accented English in comedy (T. Furukawa) | Language use does not always relate to one's ethnicity. Crossing and mock language are such examples, but it is difficult to draw a clear line between them. I examine the use of English spoken with a Filipino accent in comedy and demonstrate how its use is rationalized through stake inoculation. | Sunday, October 19 | 10:40-11:10 | Tagore |
| Development of interactional competence: Cooking talk (M. Achiba) | Using a conversation analytic approach and drawing on Vygotsky's zone of proximal development, this study explores the acquisition of interactional competence by an 8-year-old Japanese learner of English in the novel interactive practice of talking while cooking. The analyses reveal increasingly independent participation patterns over time. | Friday, October 17 | 11:20-11:50 | Tagore |
| Differential effects of corrective feedback on two structures in L2 Korean (S.H. Hwang) | This study investigates the differential effects of two types of corrective feedback techniques, recasts and metalinguistic feedback, on the acquisition of two Korean structures, demonstratives and indirect quotation, which differ in the kind of learning difficulty in terms of form and meaning, respectively. | Friday, October 17 | 2:00-2:30 | Asia |
| Discursive construction of nationalism and Chinese identity: The case of "Crazy English" (H. Li) | Adopting discourse analysis in social psychology, this study examines speech data from a film documentary on "Crazy English" in China. The analysis reveals that two interpretative repertoires -- "we" and "they" and "colonialism-imperialism" and "counter-colonialism-imperialism" -- are deployed to construct a generic Chinese identity and to foster nationalism in "Crazy English" followers. | Saturday, October 18 | 2:30-3:00 | Kaniela |
| Do features that determine L2 words' learnability also determine their retention? (L. Hansen, J. Lee, C.C. Tan) | The study examines L2 vocabulary in six subgroups of a population of L1 English-speaking adults who learned German, Japanese, Korean, Mandarin, Portuguese, or Spanish in the respective target cultures for two years. Frequency, cognate status, word length, imageability, and grammatical category are related to the learnability and retention of the L2 words. | Sunday, October 19 | 3:35-4:05 | Pacific |
| Effect of recasts and task planning on acquisition of morphology (N. Romanova) | The study investigates the interaction of task conditions and recasts on Russian morphology during an online picture-description task and shows that a combination of online planning and recasts in a task design may be a powerful instrument to draw learners’ attention to form and to facilitate morpheme acquisition. | Friday, October 17 | 11:55-12:25 | Asia |
| Effects of cognitive complexity on vocabulary learning and text comprehension (A. Martínez-Fernández) | This study investigates the effect of two lexical tasks involving different degrees of reasoning on L2 vocabulary development and text comprehension. Participants (N=147) completed a fill-in-the-blank task embedded in a reading comprehension task. Findings are discussed in relation to the Involvement Load Hypothesis and the Cognition Hypothesis. | Sunday, October 19 | 8:30-9:00 | Asia |
| Electronic dictionary look-ups and learning of words in interaction (J. Barrow) | Electronic dictionary look-up proposals and acknowledging sequences, using multimodal co-production of words and gestures, provide socially situated word-learning opportunities. Utilizing Conversational Analysis, collaborative look-up behaviors of novice EFL Japanese learners are described. While looking up words in interaction, word knowledge is shared and mutually acknowledged, providing a context for cognition. | Saturday, October 18 | 3:05-3:35 | Pacific |
| Elicited production of Korean relative clauses by Korean heritage speakers (S. Lee-Ellis) | In response to recent theoretical claims (Comrie, 2002) and inconclusive empirical findings regarding East Asian relative clauses (RCs), this study examined the role of structural configuration and animacy in the elicited production task by Korean heritage speakers. | Saturday, October 18 | 10:50-11:20 | Pago Pago |
| English language learners' demotivators among Japanese high school students (K. Kikuchi, H. Sakai) | Presenters report a survey study of Japanese learners of English (N=650) concerning various learning demotivators. Using factor analysis and a Rasch factor analysis of PCA residual of the results using a 35-item questionnaire, common demotivators in English classes at Japanese high schools were identified. Further analyses are also presented. | Friday, October 17 | 4:40-5:10 | Pago Pago |
| Evaluating an instrument for assessing connected speech performance using FACETS analysis (Y. Seong) | This study introduces and evaluates a newly developed connected speech performance testing instrument making close inquiries of the functioning factors of the test using FACETS analysis. Based on the results, suggestions on revising the current test design along with the potentiality of this type of test will be discussed. | Sunday, October 19 | 1:50-2:20 | Kaniela |
| Evaluating rating variations in holistic writing placement assessment (D. Koyama) | This paper reports on an investigation of a North American university's writing placement test for international graduate students. Rater agreement ratios for two semesters were explored for the university's holistic writing placement practices. The implications of these findings are discussed in terms of recommendations to the university's writing placement practice. | Friday, October 17 | 2:35-3:05 | Tagore |
| Evidence for L2 syntactic gap processing from proceeding of Japanese scrambling (M. Hara) | This study offers unequivocal evidence that L2 learners can use syntactic gap information rather than rely on semantic information derivable from verb meaning during processing scrambled sentences in Japanese. Data come from the phrase-by-phrase, self-paced reading experiment involving Korean and Chinese learners and NSs (24 participants per group). | Friday, October 17 | 5:15-5:45 | Sarimanok |
| Evidence for the online use of island constraints in second language processing (B. Schulz, A. Omaki) | The present study conducted a self-paced reading experiment to investigate the time course of filler-gap dependency processing and demonstrate that both native speakers and advanced Spanish-English L2ers show sensitivity to the elative clause (RC) island constraint. We will discuss an alternative interpretation of island constraints as memory limitation. | Friday, October 17 | 3:10-3:40 | Pacific |
| Exploring correlations between age and tolerance of ambiguity: Case of Japanese learners (K. Maeda, E. Osada, K. Imura) | 144 grade 8 students completed a 42-item questionnaire which investigated their attitudes towards English learning. Those who began their EFL before age 10 were found to have a high level of tolerance of ambiguity. This calls for early English instruction to maximize learners’ openness towards EFL. | Sunday, October 19 | 3:00-3:30 | Kaniela |
| First and second language pragmatics in third language oral and written modalities (D. Koike) | This study examines transfer of L1 and L2 pragmatic expression-realized in speech acts, implicatures, politeness markers, and presupposition-in oral and written modalities by L3 Portuguese learners. A picture more complex than Kellerman's (1983) hypothesis emerges, addressing creative L3 pragmatic and lexical construction and influenced by type of modality. | Sunday, October 19 | 11:15-11:45 | Sarimanok |
| Form-focused episodes in high school foreign and second language classroom discourse (J. Newton, R. Adams, D. Crabbe) | This presentation reports on the incidence and nature of form-focused episodes (FFEs) in high school language classrooms using data from six different classrooms and three languages, and drawing on the perceptions of the teachers and learners involved as to the efficacy of different approaches to focus on form. | Saturday, October 18 | 12:00-12:30 | Asia |
| From language barriers to social capital: Serbian as L2 for Roma children (J. Vuco, J. Filipovic, L. Djuric) | The paper describes a model of learning of Serbian L2 as a language of schooling in process of systematic inclusion into the educational system of Serbia of Roma children, aged 6-10, who left Serbia and former Yugoslavia during the period of wars and social and political upheaval: 1992 - 1999. | Sunday, October 19 | 11:15-11:45 | Pago Pago |
| Going local: Exploiting variation set structure to learn artificial second languages (L. Onnis, H. Waterfall, S. Edelman) | In two experiments involving adults learning ‘artificial’ second languages, we show that variation set structure — partial overlap of successive utterances in child-directed speech — promotes word segmentation and phrase structure discovery. We discuss implications for understanding the mechanisms of language learning, and improving methods for L2 instruction. | Friday, October 17 | 11:20-11:50 | Sarimanok |
| Grammatical sensitivity, noticing of recasts, and interaction-driven learning of Korean relative clauses (S. Ahn) | This paper examines whether and how individual differences in grammatical sensitivity affect noticing of recasts and learning of Korean relative clauses. Twenty-three English-speaking learners of Korean at the beginning and intermediate university-level participated. Findings and implications for learners' cognitive capacities and processes influencing interaction and learning are discussed. | Friday, October 17 | 11:20-11:50 | Asia |
| Group dynamics and the impact of strategy instruction on learner beliefs (K. Sato) | Although the significance of group dynamics has been recognized in recent literature, there has been little documentation as to how group dynamics influence language learning, in particular, learner beliefs, and vice versa through strategy instruction. This study reports the result of the year-long classroom research from a sociocultural perspective. | Saturday, October 18 | 3:40-4:10 | Sarimanok |
| Heritage- and foreign-language learner use of the subjunctive in advice (A. Mikulski, I. Elola) | The present study compares fifth-semester heritage-language (HL) and traditional FL learners' Spanish subjunctive production in a paired oral activity in which students had to give advice. HL learners demonstrated a higher rate of subjunctive production than their FL peers in both volitional constructions and impersonal statements. | Sunday, October 19 | 1:50-2:20 | Sarimanok |
| How do L2 learners revise lexical errors? A longitudinal case study (H-T. Huang, J.H. Ma) | This longitudinal study analyzed quantitatively and qualitatively L2 learners' drafts and revisions on written essays to illuminate learners' behaviors and successes of revising for lexical errors after receiving feedback. How such analyses can contribute to enhancing learners' productive lexical knowledge and revising skills in writing classes is further discussed. | Saturday, October 18 | 3:05-3:35 | Pago Pago |
| Identification of L2 Japanese vowels: Effects of hyperarticulated cues and phonetic environment (T. Okuno) | The present study explored the role of hyperarticulated-speech in the perception of vowel length by L2 Japanese learners. Perception training involved eight sessions each 30 minutes with hyperarticulated-speech or natural speech. Results focused on the role of hyperarticulated-speech, and the effects of phonetic environment will be discussed. | Saturday, October 18 | 11:25-11:55 | Tagore |
| Identity construction in the development of food talks (C. Fukuda) | Utilizing Conversation Analysis (CA) and Membership Categorization Analysis (MCA), the present study will explore how identities are constructed when people develop talks about food. In the conversations between the Japanese and Chinese participants, foods are deployed as a boundary marker to differentiate 'Self' and 'Other.' | Sunday, October 19 | 3:35-4:05 | Sarimanok |
| Ideologies of English in the South Korean "English immersion" debate (J. Lee) | This paper examines how English is conceptualized in South Korea, especially under their recent "English immersion" debate. Based on a critical analysis of political, media, and academic discourse, I intend to make explicit the mainstream ideologies of English that structure educational policy and public opinions within Korean society. | Sunday, October 19 | 9:05-9:35 | Sarimanok |
| Incidental acquisition of L2 vocabulary through reading and writing (F. Pichette) | This study examines the impact of syntactic elaboration and word concreteness on L2 vocabulary acquisition. 323 French-speaking learners of English and Spanish were tested for incidental acquisition of 16 concrete or abstract L2 words through reading and writing. Cued recall was used to assess acquisition. Results and their implications are discussed. | Sunday, October 19 | 3:00-3:30 | Pacific |
| Individual differences in L2 reading comprehension (J. Foss) | The present study used structural equation modeling (SEM) to investigate the contributions of learner ability, knowledge, experience, and affect to reading comprehension in French. Direct and indirect contributions of these variables to L2 reading comprehension and their pedagogical implications will be discussed. | Sunday, October 19 | 3:35-4:05 | Kaniela |
| Influencing preservice teachers' efficacy and attitudes toward English language learners: Technological possibilities (R. Cutri, S. Pinnegar, C, Johnson, C. Lay) | This study assesses preservices teachers' efficacy and attitudes toward English language learners and explores if those attitudes are positively influenced through coming to know the story of an actual English language learner via a technological intervention. The results show a significant difference in their attitudes and beliefs after the intervention. | Friday, October 17 | 2:35-3:05 | Pago Pago |
| Is the acquisition order of grammatical morphemes impervious to L1 knowledge? (P-S. Luk, Y. Shirai) | This paper reviews eighteen morpheme studies involving Spanish, Japanese, Korean, and Chinese learners to test the effect of L1. Contra universalists' claim, it was found that Japanese, Korean, and Chinese learners mostly acquire plural -s and articles later than, and possessive 's earlier than, is predicted by the natural order. | Saturday, October 18 | 11:25-11:55 | Pacific |
| L2 knowledge of target phonotactics: Learner judgments of French re-suffixation (S. Halicki) | This study investigates native and learner judgments of invented French words. Knowledge of cluster limits and sonorancy assimilation is tested in the absence of explicit teaching. Results indicate that adult learners exhibit native-like judgments of well-formedness and are sensitive to L2 phonotactic constraints that are subtly different from their L1. | Saturday, October 18 | 10:15-10:45 | Tagore |
| L2 learners' perceptions of the learning potential of written output in SLA (R. Manchon) | This study reports a longitudinal investigation into the language learning potential of written output practice in instructed SLA. Results draw from the analysis of the responses of the participants (college level EFL students) to a semi-structured questionnaire and in-depth interview at two time points in their learning experience. | Friday, October 17 | 5:15-5:45 | Asia |
| L2 learners' sensitivity to strong and weak subjacency-violations in online processing (U. Lakshmanan, K-S Kim, R. Mannino, K-S. Park, U. Sun, S. Lee) | Online and offline methods were used to investigate whether L2 learners exhibit native-like sensitivity to "strong" and "weak" subjacency-violations in English. The offline results indicated that L2 learners and native-speakers patterned alike in their judgments; the online results indicated that they used different processing routes for the same end. | Friday, October 17 | 2:35-3:05 | Pacific |
| L2 requests-in-interaction: Some universals on the sequential level? (T. Huth, C. Taleghani-Nikazm) | This study investigates how learners of German accomplish the social action of request in L2. The data feature similarities and differences between L2 and L1 requests. The analysis demonstrates how L2 learners use their linguistic resources to employ strategies in accomplishing requests in ways that are congruent with L1 data. | Friday, October 17 | 2:35-3:05 | Kaniela |
| Learner-generated noticing of L2 input: What do they notice on their own? (E.S. Park) | The current study explored learner-generated noticing by two L1 groups under two conditions: (a) 'zero knowledge' condition and (b) 'some knowledge' condition. Results are reported with respect to the L2 features that learners noticed and the strategies that they employed to aid their noticing and processing of L2 input. | Sunday, October 19 | 9:05-9:35 | Asia |
| Learner-learner interactions in Spanish as a foreign language classrooms (M. Bowles, R. Adams, P. Toth) | Research has shown that conversational interaction with a native speaker facilitates linguistic development in a second language. But learner-learner interactions have received significantly less empirical attention. This study investigates the conversational interaction patterns of L2-L2 and L2-heritage learner pairs in a Spanish as a foreign language class. | Friday, October 17 | 4:05-4:35 | Pacific |
| Learners' perspectives on native and non-native English teachers: Strengths, weaknesses, and preferences (S.Y. Chun) | This study examined how Korean English learners perceived their native English-speaking teachers (NESTs) and non-NESTs. Survey data were collected and analyzed using primarily quantitative methods. Results indicate that students perceived NESTs and non-NESTs as having complementary strengths and weaknesses and did not favor one type of teacher over the other. | Friday, October 17 | 11:20-11:50 | Pago Pago |
| Learning styles: Conceptual overview and meta-analysis of research instruments and research studies (R. Yuan, R. Singh) | This presentation will provide a conceptual overview and meta-analysis of current trends of learning style research and of studies on the relationship between learning styles and attitudes towards language learning as well as between learning styles and academic achievement. The presenters will also indicate areas that require further examination. | Saturday, October 18 | 2:30-3:00 | Sarimanok |
| Learning through playing: Design and identity formation in Second Life Chinese school (D. Zheng) | This study immerses beginning Chinese language learners into Second Life Chinese Island (SLCI), and looks at how designed quests and missions are perceived and enacted by Chinese learners. The study will report how learners perceive co-questing with tutors and learning partners, and track data to visualize learners’ goals and trajectories. | Saturday, October 18 | 3:05-3:35 | Kaniela |
| Level of bilingualism and aptitude in non-primary language acquisition (B. Lado, C. Sanz) | This study adds to literature that has identified an advantage for language processing in higher-level bilinguals by investigating how learners at different levels of L2 perform during the initial stages of development of an L3. Aptitude measures (i.e., working memory tests and the MLAT) are included to explain the results. | Friday, October 17 | 11:55-12:25 | Keoni Auditorium |
| Lexical class and native language effects on the L2 mental lexicon structure (A. Zareva) | The study looks at the effects of lexical class and native language on the structure of the mental lexicon of NSs and L2 learners. Both factors showed to play a distinctive role in participants' lexical organization, which suggested that they should be seriously considered empirically as well as pedagogically. | Saturday, October 18 | 10:15-10:45 | Pacific |
| Looking into trouble sources: ESL learners' use of phonologically adapted English loanwords (M-S. Seo) | From a conversation-analytic perspective, this study examines how phonologically adapted English loanwords become trouble sources in native-nonnative interaction, resulting in complex repair sequences. It discusses how these words engender participants' negotiations on the epistemic authority and linguistic accuracy of the target items and how they are relevant to language learning. | Saturday, October 18 | 2:30-3:00 | Pacific |
| Medium-of-education: An identity category in an Indian woman's autobiographical narrative (P. Sandhu) | In this paper I analyze the autobiographical narrative of an Indian woman to see how she uses medium of education (MOE) as an identity marker. Positioning theory (Davies & Harre, 1990) is used to show the deep impact of MOE discourses in India on the participant's identity construction. | Sunday, October 19 | 11:15-11:45 | Tagore |
| Metalanguage in second language interactions (L.W. Fogle) | This study investigates the use of metalanguage in internationally adoptive family interactions to better understand how language socialization processes influence second language learning. Three families with 10 adoptees self-recorded home interactions for six months. Differing uses of metalanguage in the families reveal how social context shapes opportunities for learning. | Sunday, October 19 | 11:15-11:45 | Pacific |
| Motivational profiles of bilingual and multilingual learners (A. Thompson) | This study addresses the different motivation profiles of L2 versus L3 learners. 124 participants completed the Portuguese version of the Motivated Strategies for Learning Questionnaire (MSLQ) from which a factor analysis was performed. After assessing learning success, distinct motivation profiles for these two groups are discussed. Pedagogical implications are summarized. | Friday, October 17 | 5:15-5:45 | Pago Pago |
| Move it later: Stepwise setting of configurational parameters (H. Yang) | This study explores availability of syntactic operations in early L2 acquisition. It shows that basic configurational parameters are set step by step. Assuming the Minimalist Program, the study demonstrates early Korean-speaking ESL learners employ adjunction, but neither merge nor movement, in putting question words in the sentence-initial position. | Sunday, October 19 | 3:00-3:30 | Pago Pago |
| Multilingual scholars' participation in core/global academic communities: A review of the literature (S. Uzuner) | This presentation is about multilingual scholars' participation in mainstream disciplinary communities. In particular, it reports on empirical work looking at multilingual scholars' socialization in core/global academic communities through research publication. It provides a compilation of research findings that is as extensive as possible. | Sunday, October 19 | 8:30-9:00 | Sarimanok |
| My words or your words? - Helping novice ESL/EFL learners towards independence (J. Milton, V. Cheng) | The authors will introduce a method to help learners acquire their own voices by giving them access to the lexical, grammatical and phonological features of English. This method has been used to advantage by over 2500 students over a two-year period at a Hong Kong university. | Friday, October 17 | 2:00-2:30 | Sarimanok |
| Neurocognitive development of L2 morphosyntactic processing (K. Morgan-Short, C. Sanz, K. Steinhauer, M. Ullman) | The current study examined second language development and processing of a morphosyntactic form as affected by training under either an explicit or an implicit condition. Results from behavioral measures show few differences between explicit and implicit groups. Neurocognitive processing data, however, suggest a more complex pattern of results. | Friday, October 17 | 5:15-5:45 | Keoni Auditorium |
| Noticeability of feedback: The effects of noticing in reformulation of L2 writing (S.H. Kim) | Despite teachers' best efforts, students often make limited revisions to their writing. This paper proposes that noticing in reformulation can raise L2 students' awareness of their own revisions, and sensitize them to the gap between their interlanguage and that of a more proficient writer, helping them develop effective revision skills. | Saturday, October 18 | 2:30-3:00 | Pago Pago |
| On knowledge and processing of grammatical number by nonnatives (Z. Wen, M. Miyao, W. Chu, Y-J. Shiung, B.D. Schwartz) | We investigate the L2 knowledge-L2 processing issue by simultaneously testing number (dis)agreement in comprehension--a self-paced, truth-value-judgment reading task--and production--an interview/picture-description task. Do L2ers whose oral production at times lacks number marking, on nouns (plural s) or verbs (3sg s), evince number (mis)match effects in online comprehension? | Saturday, October 18 | 11:25-11:55 | Kaniela |
| Online processing of anaphora by advanced English learners (R. Liu, J. Nicol) | Two experiments, using self-paced reading tasks, tested whether advanced ESL learners can automatically use various constraints involving featural and structural information to interpret pronouns and reflexives as sentences unfold over time. Results showed that on-line testing may offer a more stringent test of mastery of L2 than do paper-and-pencil tests. | Saturday, October 18 | 10:15-10:45 | Kaniela |
| Oral language proficiency development for Spanish-English students in a two-way immersion program (E. Feinauer, E. Whiting) | This study investigates oral language development in Spanish and English for 140 Kindergarten and 1st graders in a Spanish-English TWI elementary school. L2 oral language proficiency showed differential growth across language groups and proficiency measures. Results suggest that different skills are measured by the two oral proficiency measures used. | Saturday, October 18 | 10:50-11:20 | Sarimanok |
| Overgeneralizing definite determiner DE in child Dutch: Language change or sociolinguistic variety? (A. Hulk, C. Leonie) | For bilingual children from ethnic minority communities in the Netherlands who overgeneralize the non-neuter definite determiner de until a very advanced age (13-15 years), de may function as an identification marker. However, bilingual children from other social contexts, and even monolingual children, also overgeneralize de. We will argue that this is due to a language internal factor. | Sunday, October 19 | 3:00-3:30 | Asia |
| Overriding wrong classroom instruction: Mission possible (A. Belikova) | The paper explores L2-acquisition of the French reciprocal/reflexive SE. The results of two experimental tasks suggest that L2ers do not generally adopt the pronoun misanalysis of SE promoted in the classroom, thus failing to follow the linguistically wrong generalization that - as far as domain-general reasoning is concerned - makes perfect sense. | Sunday, October 19 | 3:35-4:05 | Pago Pago |
| Peer assessment of oral presentation in an EFL context (J-C. Peng) | In the past decades, peer assessment has drawn a lot of attention. This study explores students' attitudes towards and possible language proficiency differences in peer assessment at the tertiary level. This study concludes that peer assessment is a viable alternative to involve students in the assessment process. | Saturday, October 18 | 11:25-11:55 | Sarimanok |
| Perspectives on motivation in SLA: Lessons from the Ryoanji Garden (P. MacIntyre, K. Noels) | Motivation is a fundamental research topic in SLA. This paper will discuss motivation, building toward a future theoretical and methodological research agenda, using perspective as an organizing theme. The argument draws lessons from the Ryoanji Garden in Kyoto. We identify conceptual and methodological "rocks" and the interesting spaces between them. | Sunday, October 19 | 9:40-10:10 | Pacific |
| Phonological memory and second-language speech production (L. French, I. O’Brien) | This study looked at the relationship between phonological memory (PM) and L2 speech production. The data extend previous findings that PM is implicated in L1 speech production and suggest (e.g., Adams & Gathercole, 2000) that PM is also related to L2 oral fluency development. | Sunday, October 19 | 3:00-3:30 | Sarimanok |
| Place-dependent VOT in L2 acquisition (K. Nasukawa) | This study investigates place-of-articulation sensitivity to VOT production by English L2 learners. According to our research, Japanese learners of English experience difficulties in acquiring a native-like VOT for the voiceless bilabial stop. This may be explained by the structural differences between bilabials and other segments within Element Theory. | Friday, October 17 | 4:05-4:35 | Tagore |
| Politeness and social interaction in L2 Spanish: Service encounters in study abroad (R. Shively) | This presentation will examine the second language acquisition of politeness in study abroad within a sociocultural and rapport management framework, reporting on longitudinal, ethnographic research of service encounters recorded in situ between L2 learners of Spanish and local Spanish service providers in Toledo, Spain. | Friday, October 17 | 3:10-3:40 | Kaniela |
| Predicting near-native L2 ability (C. Doughty, S. Campbell, M. Bunting, M. Mislevy, S. Stimely, J. Koeth) | Hi-LAB is designed to predict who can become near-native in an L2. We scientifically motivate Hi-LAB constructs, describe its operational measures, present a structural equation model, and discuss findings of a large-scale (n = 166) study of the internal consistency and test-re-test reliability of Hi-LAB measures, both individually and as a composite battery. | Friday, October 17 | 11:20-11:50 | Keoni Auditorium |
| Probing into Chinese learners' on-line processing of English past tense (A-T. Huang) | The present study tests Chinese ESL learners' knowledge of past tense marking using four techniques: self-paced reading, off-line grammaticality judgments, paper editing, and free writing. The combination of explicit and implicit tasks, as well as production and comprehension tasks, allows us to investigate the nature of problems with past-tense morphology. | Saturday, October 18 | 3:40-4:10 | Tagore |
| Processing grammatical gender in Spanish-English code-switches: A visual world study (J. Valdes-Kroff, R. Guzzardo, P. Dussias, C. Gerfen, J. Gullifer) | We collected eye-tracking data to investigate whether gender-marked articles are informative when L2 speakers process NPs. Participants listened to sentences naming objects in 3 conditions and clicked on the named object. Proportions of looks to the targets suggest that language mode modulates the usefulness of morpho-syntactic information during speech processing. | Friday, October 17 | 11:55-12:25 | Pacific |
| Production and comprehension in PT? Swedish L2 morphology from a processability perspective (G. Hakansson, C. Norrby) | Processability Theory (Pienemann 1998) assumes that L2 processing procedures are acquired in a gradual manner. Our study on Swedish L2 morphology shows that learners perform at a higher PT level in comprehension than in production. Implications of these findings to the notion of a developing learner grammar will be discussed. | Saturday, October 18 | 10:50-11:20 | Pacific |
| Promoting noticing and learning of past hypothetical conditional through dictogloss (Y. Muraoka, F. Sano, T. Ishikawa) | The present study investigates whether dictogloss promotes noticing and learning of past hypothetical conditional. Japanese participants engaged in dictogloss activities and received different types of feedback. The levels of noticing and the contents of dictogloss were examined. To measure developmental change, two types of pretests and posttest were provided. | Sunday, October 19 | 10:40-11:10 | Asia |
| Prosodic information and attachment preferences in Korean-English L2 processing (H-J. Kim) | This study investigates the use of prosodic information (prosodic boundary vs. focal prominence) in auditory processing of relative clause attachment by Korean-speaking L2ers of English and English NSs. Both groups showed an interaction between prosodic factors and attachment preference, but a significant difference in sensitivity to each prosodic factor. | Saturday, October 18 | 2:30-3:00 | Tagore |
| Raters' holistic ratings of ESL essays: Focus on form or meaning? (K. Barkaoui) | Adopting a mixed-method approach, I examine how rater experience mediates the relationship between the writing aspects (grouped under form or meaning) that raters attend to and the holistic ratings they assign to ESL essays. I present the findings and discuss their implications for ESL writing assessment research and practice. | Friday, October 17 | 4:05-4:35 | Kaniela |
| Re-defining explicit instruction: The role of meta-linguistic explanations in acquiring grammatical concepts (O. Liamkina) | Reflecting the need for explicit metalinguistically- and metacognitively-oriented FL instructional models for adults, this paper reports on two semester-long pedagogical interventions for advanced college-level learners of German. Cognitive linguistics theory served as the framework for metalinguistic explanations provided to help students acquire the conceptual system of the German dative case. | Saturday, October 18 | 10:50-11:20 | Asia |
| Reinterpreting +/-interpretable - a parsimonious account of L1/L2/L3 phenomena and diachronic linguistic change (M. Paradowski) | Recent literature and author's research suggest that major phenomena in L1/L2+ acquisition, language transfer, attrition, pathology, mixing, and diachronic linguistic change can be parsimoniously explained by +/-interpretability distinction coupled with economy principles, information access/processing and WM limitations, perceived contentivity, Spec/complement/head distinction, or OT-like competition, providing valuable import for classroom pedagogy. | Sunday, October 19 | 8:30-9:00 | Pago Pago |
| Relative clause comprehension and production by young L1/L2 speakers of Japanese (T. Hasegawa) | This presentation reports relative clause (RC) aural comprehension and oral production by young L1/L2 speakers of Japanese (aged 10-12) in experimental settings. The results suggest that gapless RCs are easier than other types of RCs, while relative difficulty between subject and direct object RCs is somewhat mixed. | Sunday, October 19 | 1:50-2:20 | Asia |
| Remotivation: Who, when, and how (J. Falout) | An open-ended questionnaire was administered on 157 university graduate and undergraduate EFL learners on how they were demotivated, became remotivated, and sustained motivation. Comparisons were made among adaptive and maladaptive strategies, learning experience, and objective and subjective learner perspectives of the remotivational process. | Friday, October 17 | 4:05-4:35 | Pago Pago |
| Same language, different ideology: An analysis of EFL textbooks in Romania (G. Camase, K. Murakawa) | Through a critical discourse analysis of different types of EFL textbooks that were compiled in and after the communist regime in Romania, we elucidate that language and (foreign) language education are not ideology-free but contribute to maintaining and changing regimes in a country. | Sunday, October 19 | 9:40-10:10 | Sarimanok |
| Sequence learning, artificial grammars, and SLA (W. Bonk) | Second language acquisition harnesses cognitive processes that require common sequence learning mechanisms. This talk presents the relevant previous findings and models from cognitive psychology, along with the results from a series of psychological experiments with application to the process of adult second language perception and acquisition. | Friday, October 17 | 11:55-12:25 | Sarimanok |
| Shallow structures in L2-learners' PP attachment preferences? (A. Rah, D. Adone) | The present study investigates on-line PP-attachment preferences in two groups of non-immersed German ESL-learners at different proficiency levels. Like the native-speaker control group, the learners seem to be influenced by verb-subcategorization information and syntactic processing principles. The results are discussed with regard to shallow syntactic processing and other L2-specific strategies. | Saturday, October 18 | 12:00-12:30 | Kaniela |
| Should we dictate? An investigation of a standard dictation test (L. Davis) | Dictation tests are widely used to make placement decisions, but such decisions may be suspect because little is known about the measurement qualities of a standard dictation task. In this study, Rasch analysis and other procedures were used to examine the measurement qualities of an operational dictation test. | Sunday, October 19 | 2:25-2:55 | Kaniela |
| Sources of underspecification in L2 inflectional morphology (D.S. Tanner) | This paper presents a performance model of underspecification in L2 inflectional deficits. Based in Levelt's (1989) Speaking theory, the current model provides an explanatory account of how underspecification arises in spontaneous L2 speech. Data supporting the model are drawn from a case study of underspecification in L2 German case morphology. | Sunday, October 19 | 8:30-9:00 | Tagore |
| Spanish gender agreement behavior in argumentative texts produced by advanced L2 learners (I. Alarcon) | This study investigates gender agreement in argumentative texts written by advanced learners of Spanish. Preliminary analysis suggests that the demands of the text and the monitoring of gender agreement are inversely correlated, since most of the agreement errors involved frequently occurring nouns, albeit not ones overtly marked for gender. | Friday, October 17 | 3:10-3:40 | Pago Pago |
| Tap and trill perception by learners and native speakers of Spanish (M. Rose) | This cross-sectional study investigates perception to determine whether learners and NSs of Spanish discriminate between taps and trills, and whether variant trills (trills with only one occlusion) are perceived differently from trills with multiple occlusions. It also contrasts taps with intervocalic /t/ and /d/. | Saturday, October 18 | 10:50-11:20 | Tagore |
| Task demands on morpho-syntax in the L2 production of Spanish clitic pronouns (P. Malovrh) | The present study examines the effect of task demands on L2 learners' morphological inflection of person, number, case, and gender in Spanish clitic pronouns. Results indicate the same sequence of acquisition of morphology in both modes of communication but show that written output yielded higher percentages of production. | Saturday, October 18 | 11:25-11:55 | Pago Pago |
| Task effects in on-line L2 sentence processing research (M. Leeser, C. Weissglass, A. Munive) | This study investigates the effect of task type (comprehension vs. grammaticality judgment) on L2 Spanish learners' sensitivity to morphosyntactic violations during on-line sentence processing. We demonstrate that methodological considerations such as task type are not trivial and must be taken into account in L2 sentence processing research. | Friday, October 17 | 4:40-5:10 | Sarimanok |
| Technology-enhanced vocabulary learning strategies for learners with limited English proficiency (J. Li) | This paper examines the interaction of English language learners’ vocabulary learning strategies with technology-enhanced scaffolds and its related variations in learning outcomes. Twenty Chinese students with limited English proficiency in a Canadian public school participated in the study. The findings suggest that the technology-enhanced scaffolds can optimize the students’ learning by advancing their learning strategies. | Friday, October 17 | 2:35-3:05 | Sarimanok |
| The Aspect Hypothesis revisited: Cross-linguistic evidence for the strong effect of L1 (Y. Nishi) | This paper discusses how lexical aspect in L1 affects the acquisition of aspect in L2. The results of two cross-linguistic studies showed that L2 learners are heavily dependent on their L1. I argue that L1 transfer may be a significant factor that determines the process predicted by the Aspect Hypothesis. | Saturday, October 18 | 12:00-12:30 | Pago Pago |
| The composing processes of two L2 writers in the screen capture data (S. Kim, K. Park) | The study explores two Korean EFL writers' difficulties through the screen capture of their composing process and follow-up stimulated recall sessions. The results show that the video clips from the screen capture corroborated by the recall sessions offer richer information on L2 writers' challenges and composing strategies. | Sunday, October 19 | 10:40-11:10 | Kaniela |
| The cue-based processing of relative clauses in second language Japanese (S. Mitsugi, B. MacWhinney, Y. Shirai) | This study reexamines the subject-object asymmetry of relative clauses in Japanese. English and Korean learners (N=16 for each) were tested in self-paced reading. The results confirmed the asymmetry in the Korean group, but not for the English group. The results are interpreted by cue-based processing and L1 attuned strategies. | Friday, October 17 | 4:05-4:35 | Sarimanok |
| The differential effectiveness of SLA and knowledge construction in Flemish multilingual classrooms (K. Van Gorp) | Linking teachers' beliefs, classroom practices (i.e., interactions) and learning outcomes, this study looks at the differential effects of an experimental science task on second language learning and knowledge construction of 11-to-12-years old in five Flemish multilingual primary schools that differ significantly in language proficiency results. | Sunday, October 19 | 9:40-10:10 | Pago Pago |
| The effect of dialect and learner background on an Arabic speaking test (E. Trentman) | Judging speakers by their dialect is a common occurrence. In a high stakes situation, such as an oral proficiency test required for a job or admission to a program, this can have important consequences. This study examines the effect of dialect use on an Arabic oral proficiency test. | Friday, October 17 | 5:15-5:45 | Kaniela |
| The effectiveness of second language strategy instruction: A meta-analysis (L. Plonsky) | Research on second language strategy instruction (SI) has been extensive but inconclusive. This meta-analysis, therefore, aims to provide a reliable, quantitative measure of the effect of SI as well as a description of the relationship between SI and the variables that may moderate its effectiveness (e.g., proficiency, outcome variables). | Saturday, October 18 | 3:05-3:35 | Sarimanok |
| The effects of classroom assessment on participants' interaction and awareness of mistakes (A. S-Y. Chen) | Classroom assessment is often discounted because it produces results that are, in psychometric terms, neither valid nor reliable. However, it may nevertheless provide significant educational benefits. In this paper, I examine two approaches to classroom assessment and discuss their respective effects on participants' interaction and awareness of language mistakes. | Saturday, October 18 | 10:15-10:45 | Sarimanok |
| The effects of guided planning with writing on L2 oral narratives (H.T. Chau) | The study investigated the effects of pre-task planning on the fluency, complexity, and accuracy of L2 monologic oral production, with a focus on guided and unguided planning in written form. The findings revealed that guided planning with writing helped L2 learners produce more accurate past verb forms and relative clauses. | Friday, October 17 | 4:40-5:10 | Asia |
| The effects of instruction on L2 acquisition of epistemic stance forms (K. Fordyce) | This study investigated the effects of explicit and implicit instruction on the acquisition of epistemic stance by Japanese EFL learners. 81 university students took part in the research. Data collected one week and five months after the interventions provided strong evidence for the benefits of explicit instruction of pragmatic forms. | Sunday, October 19 | 2:25-2:55 | Sarimanok |
| The effects of linear distance and working memory on gender agreement processing (G. Keating) | An eyetracking study investigated Spanish speakers' (native, advanced L2) sensitivity to gender errors on adjectives that varied in distance (1-7 words) from the nouns they modified. An online reading-span test (in the L1) determined participants' working memory capacity. The results speak to whether native-like processing is attainable in the L2. | Friday, October 17 | 11:20-11:50 | Pacific |
| The effects of quality and quantity of speech on group oral rating (S. Park, Y. Sekiya, Y. Ito, M. Kobayashi, R. Hirschel) | We report the findings of our study about the effects of quality and quantity of speech on rating in a group oral exam. The quality of the speech was measured by complexity, accuracy, and vocabulary and the amount by the numbers of tokens and types, and simple and meaningful turns. | Saturday, October 18 | 12:00-12:30 | Sarimanok |
| The effects of written corrective feedback on Japanese students' use of articles (M. Murakami, H. Takashima, R. Ellis) | This study investigated the effects of focused and unfocused written corrective feedback (CF) on the accuracy with which Japanese university students used the English indefinite and definite articles to denote first and anaphoric reference in written narratives. Using a quasi-experimental design, the study demonstrated the effectiveness of written CF. | Friday, October 17 | 4:05-4:35 | Asia |
| The intake of new words in L2 reading: An eye-tracking study (A. Godfroid, F. Boers, A. Housen) | This paper reports an eye-tracking study into subjects' noticing of new words during L2 reading. Noticing is defined as the allocation of focal attention to selected input features. We will discuss the relationship between subjects' viewing behaviour, their vocabulary post-test scores, and data from their stimulated recall protocols. | Saturday, October 18 | 3:40-4:10 | Asia |
| The interactional co-authorship of a medium by Japanese L1 and L2 speakers (C. Bushnell) | Using conversation analysis, I examine an 'academic advising session' between an L1 and L2 speaker of Japanese. Focusing on three areas often considered sites within which participants orient to categories such as 'NS/NNS’, I show that the participants actually oriented to negotiating an interactional 'medium' (Gafaranga 1999, 2001). | Friday, October 17 | 5:15-5:45 | Pacific |
| The lexicon-syntax interface in the L2: Can it be acquired? (T. Kras) | This paper reports the findings from an experimental study on the L2 acquisition of auxiliary selection with intransitive verbs in Italian, a syntactic phenomenon determined by lexical-semantic factors, by Croatian adult near-native speakers. The findings provide support for a hypothesis predicting complete acquisition of the lexicon-syntax interface in the L2. | Sunday, October 19 | 2:25-2:55 | Pago Pago |
| The measurement of primary traits in L2 oral proficiency in SLA research (N. Iwashita) | The study investigates how four primary L2 traits contribute to advanced L2 proficiency. An in-depth analysis of 75 speech samples produced by learners of English and Japanese will be compared with results taken from independent proficiency measures. Outcomes from this cross-linguistic study will provide insights into the characteristics of advanced L2 oral proficiency. | Friday, October 17 | 3:10-3:40 | Asia |
| The pedagogical mediation of a developmental learner corpus for classroom-based language instruction (J. Belz, N. Vyatkina) | This paper presents an empirical exploration of the impact of corpus-driven pedagogical interventions on learning outcomes for the case of German modal particles and pronominal da-compounds. Micro-changes in learner performance over an eight week period are examined on the basis of developmental learner corpus data. | Saturday, October 18 | 2:30-3:00 | Keoni Auditorium |
| The phonological enemy effect in deaf learners of Spanish as an L3 (P. Piñar, C. Gerfen, J. Kroll) | This study explores crosslinguistic patterns of activation of print-to-sound mappings. Specifically, we examine whether written exposure to a foreign language (their L3) will trigger adult deaf ASL/English bilinguals' sensitivity to orthography-phonology patterns when reading English, their L2. | Saturday, October 18 | 12:00-12:30 | Pacific |
| The role of explicit information in instructed SLA (B. VanPatten) | It is increasingly being accepted that instruction on the formal properties of SLA makes a difference (e.g., Norris & Ortega, 2000), and yet at the same time, it is clear that the effects of formal instruction are constrained in a number of ways (e.g., Doughty, 2003; VanPatten). The purpose of the present paper is to examine an often overlooked intervening variable in instructed SLA research: explicit information, that is, the information about the target structure(s) provided to learners prior to treatment. | Saturday, October 18 | 10:15-10:45 | Asia |
| The role of gestures in a narration by beginning learners of Spanish (C. Guidi) | This paper investigates gestures from an SLA perspective. Within this context, the main concern of the paper is what gestures are produced by beginning Spanish learners during an oral production task. The results of an analysis of gesture data are discussed vis-a-vis two contrasting theories of the role of gestures in SLA. | Saturday, October 18 | 12:00-12:30 | Tagore |
| The role of lexical choice in elicited imitation item difficulty (B. Millard) | Elicited imitation is a reliable and efficient way to estimate oral language proficiency. However, research needs to be done to improve and systematize the way items are designed. This paper represents a first step toward determining the role of lexicon in creating sentences of increasing difficulty. | Friday, October 17 | 11:55-12:25 | Kaniela |
| The role of noticing and working memory capacity in L2 oral performance (J.M. Bergsleithner) | This talk reports on the role of noticing and working memory (WM) capacity in L2 oral performance by thirty adult learners, drawing on oral tasks, a protocol, and a WM test. The results revealed improvements in grammatical accuracy in L2 oral performance, given the limited attentional resources of L2 users. | Sunday, October 19 | 11:15-11:45 | Asia |
| The syntax-semantics interface in child L2 acquisition: The DP in L2 French (C. Bongartz, N. Kolb) | Our paper reports on findings from an empirical study on the acquisition of interlanguage features in the syntax-semantics interface. Our data (L1 German, L2 English, French) suggests transfer effects and full access to Universal Grammar. Results showed early acquisition of the distribution of [+definite], but a delay for interface properties. | Sunday, October 19 | 2:25-2:55 | Asia |
| The use of fillers as communication strategies in the Japanese Language Table (Y. Han) | This study investigated fillers used by native English speaking learners of Japanese by triangulating the data from a Japanese Language Table with learners and native Japanese. The results show that the choice of fillers by learners is affected by their language experiences. | Sunday, October 19 | 10:40-11:10 | Sarimanok |
| The V2-phenomenon in child second language acquisition (A. Sopata) | The aim of the paper is to identify, through an analysis of the acquisition of V2-phenomenon in German, the features characterizing child second language acquisition. From the longitudinal data of three 4-year-old children, one can draw the conclusion that the mechanisms of language acquisition begin to change very early. | Sunday, October 19 | 3:35-4:05 | Asia |
| Transfer of knowledge for teaching English language learners (J. Young, S. Pinnegar) | Using narratives of public school teachers who are known for developing their ELL students L2 literacy, we explore what do the stories of quality teachers reveal about their own instructional decision making in facilitating and supporting the transfer of ELLs’ literacy in their first language to literacy in English. | Friday, October 17 | 11:55-12:25 | Pago Pago |
| Understanding and adopting effective L2 pedagogy: The role of teachers' backgrounds (B.L. Teague) | This presentation highlights the role played by preservice teachers' prior experiences with diversity as a mediating factor in their learning during a course focused on ESL and bilingual education. Findings indicate predictable patterns of development, implying a need to assess teachers' backgrounds and challenge problematic assumptions regarding work with ELLs. | Friday, October 17 | 2:00-2:30 | Pago Pago |
| Understanding English prepositions: Mental simulation in English L1 and L2 users (B. Shoen) | Second language acquisition research adopting a cognitive linguistics approach can examine how users of English understand prepositions. A psycholinguistic-type experiment utilizing simulation semantics, which proposes that language users run mental simulations when understanding language, was conducted to investigate the cognitive underpinnings of preposition use in English L1 and L2 users. | Saturday, October 18 | 3:05-3:35 | Tagore |
| Usage of honorific and plain forms in Japanese: Implications for teaching JFL (S. Okamoto) | This study investigates the complex functions of honorific and plain forms in Japanese conversation, in particular, the multiplicity and ambiguity of their situated meanings. The implications of the findings for teaching JFL are discussed as part of the larger issue of teaching sociolinguistic diversity in language instruction. | Friday, October 17 | 2:00-2:30 | Kaniela |
| Use of the dative in German: A computer learner corpus study (J. Deak, C. Frei, E. Dixon) | This study examines the use and misuse of the dative case by instructed, adult learners of German. Close analysis of a computer learner corpus shows learners' progress in learning noun gender and use of the dative in formulaic expressions, prepositional phrases, and indirect object constructions. Implications for pedagogy are discussed. |
Friday, October 17 | 5:15-5:45 | Tagore |
| Using stimulated recall to re-investigate the noticing function of output (M. Schierloh) | Under the premise that the learner's attentional resources may constrain noticing, this study partially replicates a study by Izumi and Bigelow (2000) on the noticing function of output. Findings suggest that output can trigger noticing of vocabulary and further illustrate how methodological triangulation can enhance insights into learners' L2 processes. | Sunday, October 19 | 9:40-10:10 | Asia |
| What is repairable? Negotiating participant orientation in repair trajectories (T-P. Cheng) | Using the methodological framework of conversation analysis, the study examines the relationship between participant orientation and repair sequences in a foreign language classroom. The results indicate that the repair trajectories are shaped by a delicate balance between the business of the learning context and the local contingencies of the interaction. | Friday, October 17 | 2:35-3:05 | Asia |
| What makes items difficult: An analysis of elicited imitation test items (R. Hendrickson, A. Johnson, J. McGhee, K. Cook, M. Eckerson) | The focus of this paper will be on examining the nature of item difficulty in an elicited imitation test-specifically, what are the lexical, morphological, syntactic and general complexity factors which contribute to the degree to which learners can successfully repeat items. | Friday, October 17 | 11:20-11:50 | Kaniela |
| Whole-class discussions in a second language literature classroom: The role of affordances (J.J. Thoms) | This project investigates whole-class discussions between an instructor and her students in a Latin American literature classroom at the college level. The study analyzes the construct of affordance (van Lier, 2000, 2004) and draws on a Vygotskian sociocultural theoretical perspective on language learning when interpreting the results. | Friday, October 17 | 11:55-12:25 | Tagore |