BOOK OF ABSTRACTS - EUROSLA

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Contents 1 Welcome to Eurosla 21! .................................................................... 1 2 Committees ......................................................................................... 3 3 Plenary presentations ........................................................................ 5 4 Papers ................................................................................................. 11 5 Posters .............................................................................................. 159 6 Thematic Colloquia ......................................................................... 179 7 Language Learning Roundtable ................................................... 199 8 Doctoral Workshop ......................................................................... 205 9 The IRIS Project ............................................................................. 227 Index .......................................................................................................... 229
Page 1: BOOK OF ABSTRACTS
Page 6 and 7: We, the 12 members of the Organisin
Page 8 and 9: Anne Holmen Alex Housen Martin Howa
Page 10 and 11: linguistic proficiency attained by
Page 12 and 13: y learners from a wide range of lan
Page 15 and 16: 4 Papers A longitudinal study of L2
Page 17 and 18: using a separate acceptability judg
Page 19 and 20: quality of some of their vowels con
Page 21 and 22: Brown, Amanda and Marianne GULLBERG
Page 23 and 24: Figure 2: Proficiency x Syntax (una
Page 25 and 26: Hudson Kam, Carla L. & Elissa L. Ne
Page 27 and 28: argumentative tasks. The data are i
Page 29 and 30: Mayo, G. & Hawkins, R.D. (eds.), 20
Page 31 and 32: give a detailed description of how
Page 33 and 34: Can speed and automatization of lex
Page 35 and 36: Child Second Language (L2) Acquisit
Page 37 and 38: Carroll, J. B. (1973). Implications
Page 39 and 40: Adams, R. and Ross-Feldman (2008).
Page 41 and 42: However, Experiment 3 shows that in
Page 43 and 44: Davies, M. (2004). BYU-BNC: The Bri
Page 45 and 46: counterparts. An advantage of early
Page 47 and 48: ole in this process: while states a
Page 49 and 50: learners introduce a story in media
Page 51 and 52: inflectional and derivational relat
Page 53 and 54:
Rigney, J. W. (1978): Learning stra
Page 55 and 56:
comprehensibility, all teachers com
Page 57 and 58:
Does one need a native-like product
Page 59 and 60:
Herdina, P., Jessner, U. 2002. A Dy
Page 61 and 62:
Halle, M. & Marantz, A. 1993. Distr
Page 63 and 64:
individual nature. The results are
Page 65 and 66:
Dixon, R.M.W. (1994) Ergativity. Ca
Page 67 and 68:
which error correction is an import
Page 69 and 70:
Fluency before accuracy? Maisa Mart
Page 71 and 72:
Gender assignment is problematic fo
Page 73 and 74:
Table 2: Speed of gender cue recogn
Page 75 and 76:
How do adult learners of French and
Page 77 and 78:
and vocabulary acquisition, as asse
Page 79 and 80:
group, made little use of case infl
Page 81 and 82:
intermediate, and 13 advanced learn
Page 83 and 84:
It is neither un ladder nor un eche
Page 85 and 86:
Knowledge of definiteness and speci
Page 87 and 88:
25 English (EL1) monolinguals in En
Page 89 and 90:
assumption of a German IP (Sternefe
Page 91 and 92:
L2 speaker knowledge of syntactic a
Page 93 and 94:
Koolstra, C.M. & Beentjes, J.W.J. (
Page 95 and 96:
Bongaerts, T.: 1999. Ultimate attai
Page 97 and 98:
of producing and perceiving speech-
Page 99 and 100:
A generalisation test measured lear
Page 101 and 102:
subjunctive use when the subjunctiv
Page 103 and 104:
Ellis, N. C. 1996. “Sequencing in
Page 105 and 106:
(2) Only the superior-level learner
Page 107 and 108:
speaking country (67 females, 34 ma
Page 109 and 110:
pragmatic consequences by English n
Page 111 and 112:
commonly known as idioms. Thus, it
Page 113 and 114:
(b)*Zhe shi wo gei ni shuo-de nei-g
Page 115 and 116:
XIIIth International Congress of Ph
Page 117 and 118:
Recognition memory for spoken words
Page 119 and 120:
Lyster, Roy & Saito, Kazuya. 2010a.
Page 121 and 122:
Cadierno, T. (2008). Learning to ta
Page 123 and 124:
theory, we gauged the amount of var
Page 125 and 126:
accomplish the communicative goal a
Page 127 and 128:
Schoonen et al., 2003), we explore
Page 129 and 130:
The Development of Receptive Size i
Page 131 and 132:
The Effect of Age and Context of L2
Page 133 and 134:
The effects of individual differenc
Page 135 and 136:
cases they have been school childre
Page 137 and 138:
Lambert Monique, Mary Carroll & Chr
Page 139 and 140:
The lexicon and extramural English
Page 141 and 142:
Schmitt, Norbert (ed.) (2004). Form
Page 143 and 144:
Williams, J. (2008). The speaking-w
Page 145 and 146:
Table 1: Diminutive formation in Sp
Page 147 and 148:
speakers, whose L1 lacks articles.
Page 149 and 150:
We show then that there is a clear
Page 151 and 152:
Frequency, Complexity, and Length.
Page 153 and 154:
Using Targeted Vocabulary Lists to
Page 155 and 156:
Willingness to Communicate in Engli
Page 157 and 158:
Groot, P.J.M. (2000). Computer assi
Page 159 and 160:
The role of short-term memory and w
Page 161 and 162:
Granger, S. (1998). Prefabricated p
Page 163 and 164:
5 Posters Acquisition of genitive r
Page 165 and 166:
Classroom silence as an interaction
Page 167 and 168:
schools, and universities. They wer
Page 169 and 170:
Differences in Cognitive Control am
Page 171 and 172:
Doughty, C. / Williams, J. (eds.) (
Page 173 and 174:
The aim is to collect a „dense“
Page 175 and 176:
� Control group: students are pre
Page 177 and 178:
mediated reading instruction. WiZiQ
Page 179 and 180:
Figure 1. Self-paced word-by-word R
Page 181 and 182:
What do oral-fluency raters listen
Page 183 and 184:
6 Thematic Colloquia Challenges fac
Page 185 and 186:
Preisler, B.; Klitgård, I., Fabric
Page 187 and 188:
a particular sort of collective ins
Page 189 and 190:
TOEPAS: Certification Feedback as L
Page 191 and 192:
Complexity in L2 performance. Defin
Page 193 and 194:
in principle, be independently desc
Page 195 and 196:
to conceptualize the storyline. The
Page 197 and 198:
Second language interaction in dive
Page 199 and 200:
including fairness in peer pairing
Page 201 and 202:
different task types in a classroom
Page 203 and 204:
7 Language Learning Roundtable Is t
Page 205 and 206:
2004; Sorace 2011): how do these sp
Page 207 and 208:
step may involve a phenomenological
Page 209 and 210:
8 Doctoral Workshop An Ideal L2 Sel
Page 211 and 212:
Ferrari S., Ginelli G., Nuzzo E. (i
Page 213 and 214:
attitude is changing, language lear
Page 215 and 216:
Singleton, D. (1999). Exploring the
Page 217 and 218:
linguistic and other requirements d
Page 219 and 220:
Best & Tyler 2007) has been devoted
Page 221 and 222:
Testing the Applicability of Proces
Page 223 and 224:
2004). At the same time little is k
Page 225 and 226:
The structure and acquisition of Vi
Page 227 and 228:
of Russian and English influence ac
Page 229 and 230:
Framework (TCF)(Robinson, 2001; 200
Page 231 and 232:
9 The IRIS Project Establishing a d
Page 233 and 234:
Index Abdollahian, Somaje .........
Page 235 and 236:
Lertola, Jennifer .................
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BOOK OF ABSTRACTS - EUROSLA

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