Can motion event construal be taught? Pedagogical and experimental approaches to restructuring event cognition patterns
Organisers: Fraibet Aveledo and Jeanine Treffers-Daller (University of Reading)
Workshop dates: 23-24th April 2020
Venue: University of Reading, Whiteknights Campus, Graduate School
Keynote speakers:
Panos Athanasopoulos (University of Lancaster): Thinking in multiple languages: The case of goal-oriented motion events
Teresa Cadierno (University of Southern Denmark): Motion event construal in second language learners: From research findings to pedagogical implications and implementations
Alim Tusun (University of Cambridge): Uyghur-Chinese early successive bilinguals’ acquisition of caused motion expressions
We invite abstracts for a workshop which will bring together researchers who have studied how motion event construal is expressed by second language learners or bilinguals either in naturalistic or experimental settings. It is well known that there are differences in the ways in which motion is expressed in different languages. In English, as in Germanic languages, manner of motion is often expressed in the main verb (Angela ran into the shop) whereas in French, and other Romance languages, the main verb generally contains the path of motion and the manner is optionally expressed in a satellite (Angela entre le magasin (en courant) “Angela entered the shop running”). Restructuring these patterns in the process of acquisition of another language with a different set of patterns is known to be very difficult (Cadierno & Ruiz, 2006; Navarro & Nicoladis, 2005). Further evidence for the complexities involved in restructuring can be found in the bidirectional crosslinguistic influence in learners’ and bilinguals’ motion event construals, among children as well as adults (Aveledo & Athanasopoulos 2015).
Although the learning difficulties for L2 learners and bilinguals are well attested, there is little research which focuses on how a new way to talk about movement through space can be taught. Pedagogical strategies to teach motion events are virtually non-existent as this aspect of grammar is generally neglected in the L2 syllabus. Solutions proposed by the research community include Bylund and Athanasopoulos’ (2015) suggestion that multimodal input (film clips with action scenes) helps to restructure motion, while Laws, Attwood and Treffers-Daller (under review) show that an Input Processing approach (VanPatten & Cadierno, 1993) has a positive effect. We hope that the workshop will inspire more researchers to develop new studies with innovative pedagogical approaches towards the teachability of motion and that findings from these studies can shed new light on the difficulties involved in restructuring this domain in the process of L2 learning.
Deadline for submission of abstracts: Monday 23 March 2020
Information and submission of abstracts: [log in to unmask]
Abstracts should be no longer than 250 words. The word count does not include references. Please use Arial 12 points.
Please click here to download the abstracts of the keynote speakers
Please click here to register for the event
Link to website: https://research.reading.ac.uk/celm/call-for-papers/
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Can motion event construal be taught? Pedagogical and experimental approaches to restructuring event cognition patterns . Organisers: Fraibet Aveledo and Jeanine Treffers-Daller (University of Reading)
research.reading.ac.uk
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Dr. Fraibet Aveledo G.
English Language and Applied Linguistics
Office Room 216, Edith Morley Building
Whiteknights
University of Reading,
Reading - RG6 6AH
United Kingdom
Tel: +44 (0) 118 378 8139
‘Mutual Intelligibility: Language, Culture, Cognition’
University of Surrey
18-19 June 2020
CALL FOR PAPERS
Deadline for submissions: Friday 13 March 2020 to [log in to unmask]
Despite being perceived as unique, self-contained systems, most languages of the world are not isolated entities, and exist in linguistic continua with other related varieties. Related languages share many properties, giving rise to the global phenomenon of mutual intelligibility, where a speaker of one language can use their variety to efficiently communicate with a speaker of another language, and vice versa (e.g. Spanish and Portuguese). Whilst research in this area has typically been associated with the realm of linguistics, a cultural studies approach to mutual intelligibility demonstrates how it facilitates intercultural exchange between communities, challenging the misconception of languages as discrete units that has reinforced national and racial essentialism. From the point of view of cognition, meanwhile, empirical research methods can shed light on the biological underpinnings of mutual intelligibility, i.e. what neural correlates and cognitive processes underlie language comprehension and by extension enable speakers of different languages to successfully communicate with each other.Our timely inter-disciplinary two-day workshop is the first of its kind to examine mutual intelligibility from cultural and cognitive as well as linguistic perspectives. By bringing together researchers from a range of fields, this workshop aims to provide a foundation for the development of multi-disciplinary research projects on mutual intelligibility. The goal is to gain a broader understanding of this significant and complex global phenomenon, and identify how various theoretical and empirical research methods can be combined in future research.
We invite proposals for twenty-minute presentations from researchers and cultural practitioners working from diverse disciplines, backgrounds and perspectives. Topics for submissions may include (but are not limited to) the following:
- Linguistic studies of mutual intelligibility;
- Literary/socio-cultural manifestations of mutual intelligibility;
- Cognitive studies including experimental approaches to mutual intelligibility;
- New avenues for research into mutual intelligibility.
We particularly encourage contributions on multi-disciplinary approaches, and on linguistic, socio-cultural and cognitive approaches to mutual intelligibility between understudied or under-documented languages. In the spirit of fostering inter-disciplinary discussion and collaboration, we ask that the proposed talks are aimed at an audience of non-specialists.
The workshop will take place at the University of Surrey on 18-19 June 2020.
ABSTRACT SUBMISSION
Please send abstracts of approximately 350 words (excluding references) plus a short bio (max 150 words) to [log in to unmask] by midnight on 13 March 2020.
Three travel grants of up to £100 are available for PhD students – please indicate your intention to be considered for one of these awards when you submit your abstract.
IMPORTANT DATES
Deadline for submission of abstracts: 13 March 2020
Notification of acceptance/rejection of abstracts: expected 27 March 2020
Registration open: 20 April 2020
Registration closing date: 5 June 2020
REGISTRATION FEES
£20 per person (£10 for postgraduate research students)
ORGANISING COMMITTEE
Dr Nadezda Christopher, University of Surrey
Dr Catherine Barbour, University of Surrey
Dr Katie Gilligan, University of Surrey
SPONSORS
Institute of Advanced Studies, University of Surrey
Surrey Morphology Group
School of Literature and Languages, University of Surrey
School of Psychology, University of Surrey
For further information, please visit the workshop website: http://www.ias.surrey.ac.uk/workshops/mutual_intelligibility/index.php
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