BOOK OF ABSTRACTS - EUROSLA

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We, the 12 members of the Organising Committee, would finally like to give our special thanks to all 108 members of the Scientific Committee who have given of their time and expertise to reviewing the proposals. We would also like to express our greatest gratitude to our main sponsor, Riksbankens Jubileumsfond (The Tercentenary Foundation of the Swedish Central Bank). We hope that the conference events and activities will offer you opportunities to meet colleagues, share perspectives and be inspired by new developments, and we wish you a fruitful and enjoyable conference and a very pleasant stay in Stockholm! The Eurosla 21 Organising Committee 2
2 Committees The Eurosla 21 Organising Committee Camilla Bardel (chair), Stockholm University Niclas Abrahamsson, Stockholm University Inge Bartning, Stockholm University Emanuel Bylund, Stockholm University Lars Fant, Stockholm University Fanny Forsberg Lundell, Stockholm University Anna Gudmundson, Stockholm University Victorine Hancock, Stockholm University Kenneth Hyltenstam, Stockholm University Christina Lindqvist, Uppsala University Alan McMillion, Stockholm University Rakel Österberg, Stockholm University Eurosla 21 Scientific Committee Niclas Abrahamsson Annelie Ädel Malin Ågren Panos Athanasopoulos John Archibald Monica Axelsson Camilla Bardel Inge Bartning María Bernal Frank Boers Theo Bongaerts Christiane M. Bongartz Manne Bylund Teresa Cadierno Robert Carlisle Vivian Cook Una Cunningham Helmut Daller Robert DeKeyser Jean-Marc Dewaele Christine Dimroth Catherine Doughty Katarzyna Dziubalska Lena Ekberg Britt Erman June Eyckmans Lars Fant Tess Fitzpatrick Fanny Forsberg Lundell Pauline Foster Kari Fraurud Fred Genesee Roger Gilabert Aline Godfroid Kira Gor Jonas Granfeldt Sylviane Granger Anna Gudmundson Marianne Gullberg Ayşe Gürel Henrik Gyllstad Gisela Håkansson Björn Hammarberg Victorine Hancock Christina Hedman Henriette Hendricks 3
Page 1: BOOK OF ABSTRACTS
Page 5: 1 Welcome to Eurosla 21! The EuroSL
Page 9 and 10: 3 Plenary presentations Age differe
Page 11 and 12: esources and fragile zones in the N
Page 13: suitability, bottom up and top down
Page 16 and 17: Abrahamsson, N. (2003). Development
Page 18 and 19: A short longitudinal study of forei
Page 20 and 21: specifically relevant to the story
Page 22 and 23: acceptability of the preverbal XP i
Page 24 and 25: Acquisition of variation in adult s
Page 26 and 27: Collentine, J. (2004). “The effec
Page 28 and 29: Interestingly, an analysis on non-t
Page 30 and 31: Shorter version of Gardner’s AMBT
Page 32 and 33: Bilingual development in school-age
Page 34 and 35: “Can’t we use Google Translate?
Page 36 and 37: Cognitive aptitudes for L2 learning
Page 38 and 39: delivered in informants' first and
Page 40 and 41: Ellis, N. C. (2002). Frequency effe
Page 42 and 43: The findings confirm that both freq
Page 44 and 45: In these forms of cross-referencing
Page 46 and 47: Second, the production of the Engli
Page 48 and 49: FT/FA. Paths of copula merge/move a
Page 50 and 51: Bilinguals acquire two or more lang
Page 52 and 53: our research, Oxford’s (1990) cla
Page 54 and 55: diálogos asimétricos. To appear i
Page 56 and 57:
Do pictures facilitate vocabulary l
Page 58 and 59:
Dynamism of a multilingual competen
Page 60 and 61:
Dussias, P. (2010). Uses of eye-tra
Page 62 and 63:
same grade after having received 35
Page 64 and 65:
Ergative case marking in Basque L2
Page 66 and 67:
as a category, relying largely on e
Page 68 and 69:
Features of -er and -ing in compoun
Page 70 and 71:
Foreign accent in adult simultaneou
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that Spanish L2 learners and HS mad
Page 74 and 75:
How adequately can CEFR scales capt
Page 76 and 77:
Leclercq, Pascale, (2009). « The i
Page 78 and 79:
styles; negative correlations were
Page 80 and 81:
Drawing on transcribed video record
Page 82 and 83:
analysis. The results seem to suppo
Page 84 and 85:
Italian accusative clitic placement
Page 86 and 87:
Ionin, T., Zubizarreta, M. L., & Ma
Page 88 and 89:
are most important for their L2 att
Page 90 and 91:
Terrasi-Haufe, Elisabetta (2004): D
Page 92 and 93:
findings for understanding the natu
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Learner Age and Learning Success. I
Page 96 and 97:
untutored learners of German. In pa
Page 98 and 99:
development in terms of the detail
Page 100 and 101:
least 5 years in the TL community.
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House, J. & J. Rehbein (2004). Mult
Page 104 and 105:
linguistic experience: Theoretical
Page 106 and 107:
the interaction between CLI and lea
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The purpose of this study is to exa
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Figure 2: P-movement type1 (VOS) an
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Processing Instruction and interpre
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1) The level in Foreign Language ac
Page 116 and 117:
Hendriks, P. & Koster, C. (2010)
Page 118 and 119:
Palmeri, T.J., Goldinger, S.D., Pis
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Folk, J.R., Morris, R.K. (2003) Eff
Page 122 and 123:
strategies), and think-aloud protoc
Page 124 and 125:
atio increased (p
Page 126 and 127:
Testing Two-Component Models for L2
Page 128 and 129:
The Development of Receptive Gramma
Page 130 and 131:
They might be direct social markers
Page 132 and 133:
The effect of explicit instruction
Page 134 and 135:
Rumbaut 1997) do they meet the same
Page 136 and 137:
The impact of temporal and spatial
Page 138 and 139:
advantage of pupils coming from mid
Page 140 and 141:
The link between formulaic sequence
Page 142 and 143:
The potential of composition writin
Page 144 and 145:
Hyltenstam, K., Bylund, E., Abraham
Page 146 and 147:
Au, T., Knightly, L, Jun, S. and Oh
Page 148 and 149:
Gombert, J. E. (1992) Metalinguisti
Page 150 and 151:
yet non-canonical word order and fu
Page 152 and 153:
García Mayo,M. and García Lecumbe
Page 154 and 155:
What properties of input influence
Page 156 and 157:
Sick, J. R. (2001, August). Willing
Page 158 and 159:
The present study explores the segm
Page 160 and 161:
Sawyer, M. & Ranta, L.(2001). Aptit
Page 162 and 163:
158
Page 164 and 165:
An Acoustic Study of Svarabhakti Vo
Page 166 and 167:
though this is a somewhat marginal
Page 168 and 169:
Training studies are conducted in a
Page 170 and 171:
selection mechanisms are both funct
Page 172 and 173:
on a 9-point scale producing a comp
Page 174 and 175:
Hall, Kelly Joan (2004): Language L
Page 176 and 177:
Placement Test (Allan, 1992). The v
Page 178 and 179:
presented in the full-sentence and
Page 180 and 181:
preposition errors (Garnier, to be
Page 182 and 183:
investigate the phenomenon of incom
Page 184 and 185:
find their feet as reflective pract
Page 186 and 187:
motivation, perceived and objective
Page 188 and 189:
English speaking university lecture
Page 190 and 191:
http://repository.tudelft.nl/view/i
Page 192 and 193:
An evolutionary perspective on lang
Page 194 and 195:
continuous data and the integrated
Page 196 and 197:
Norris, J.M. & Ortega, L. (2009) To
Page 198 and 199:
constellation. However, recent emph
Page 200 and 201:
native speaker of German, or to car
Page 202 and 203:
198
Page 204 and 205:
‘virtual’ native: a virtual nat
Page 206 and 207:
formulation, this native speaker is
Page 208 and 209:
204
Page 210 and 211:
Developmentally Moderated Language
Page 212 and 213:
This paper presents a longitudinal
Page 214 and 215:
vocabulary development (eg: Nation
Page 216 and 217:
Language Acquisition and Universal
Page 218 and 219:
processes that take place in a comm
Page 220 and 221:
Norris, Dennis, McQueen, James M.,
Page 222 and 223:
Rickford, J. (2004). Implicational
Page 224 and 225:
consequences that the non-equivalen
Page 226 and 227:
Examples: (1) a. Nó đã cái bán
Page 228 and 229:
speaking homes, while L2 only reall
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226
Page 232 and 233:
Professor Jan Hulstijn (Professor o
Page 234 and 235:
Ewert, Anna .......................
Page 236:
Rast, Rebekah .....................
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BOOK OF ABSTRACTS - EUROSLA

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