BOOK OF ABSTRACTS - EUROSLA

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Anne Holmen Alex Housen Martin Howard Britta Hufeisen Jan H. Hulstijn Kenneth Hyltenstam Baris Kabak Marit Helene Klöve Barbara Köpke Folkert Kuiken Alan James Scott Jarvis Thomas Johnen Peter Jordens Monique Lambert Batia Laufer Margareta Lewis Grace Lin Inger Lindberg Christina Lindqvist Patsy Lightbown Sarah Ann Liszka Michael H. Long Roy Major Theo Marinis Maisa Martin Leyla Martý Alan McMillion James Milton Murray Munro Carmen Muñoz Florence Myles 4 Rakel Österberg Mitsuhiko Ota Gabriele Pallotti Despina Papadopoulou Aneta Pavlenko Michel Paradis Simona Pekarek Doehler Carmen Pérez Vidal María del Pilar García Mayo Philip Prinz Rebekah Rast Vera Regan Leah Roberts Jesús Romero Trillo Jason Rothman Philip Shaw Stephan Schmid Barbara Schmiedtovà Norman Segalowitz Michael Sharwood Smith David Singleton Roumyana Slabakova Antonella Sorace Richard Towell Jeanine Treffers-Daller Ianthi Tsimpli Ineke Vedder Daniel Véronique Åke Viberg Anna Vogel Shigenori Wakabayashi Martha Young-Scholten
3 Plenary presentations Age differences, aptitudes, and ultimate L2 attainment Michael H. Long University of Maryland Claims for a biologically based schedule for language learning were first advanced 50 years ago. 100+ studies later, debates continue as to the existence, scope and timing of one or more sensitive periods for SLA. I will begin by summarizing the current state of play. In a recent development, a number of researchers have suggested that the very few learners who achieve near-native L2 abilities do so because of superior language learning aptitude(s). I will review the somewhat conflicting results on relationships between aptitudes for implicit and explicit language learning and levels of ultimate L2 attainment by child and adult learners, and report on some recent findings from a study (Granena & Long, 2010) of 65 naturalistic Chinese learners of Spanish, long-term residents of Spain. Finally, I will discuss some implications of research findings on these issues for (S)LA theory and for educational policy. Are heritage languages like second languages? Silvina Montrul University of Illinois at Urbana-Champaign In recent years there has been increasing interest in the linguistic knowledge and language learning abilities of heritage speakers. In the context of the United States, heritage speakers are bilinguals who were exposed to a minority language at home (typically an immigrant language), either as the only language or together with the language of the wider speech community. It is common for heritage speakers to experience language shift during childhood, and, as a result, by early adulthood their first language ends up as their secondary and weaker language, while their second language becomes their dominant primary language. Because under these circumstances the heritage language is often incompletely acquired and/or undergoes attrition, it shows many of the structural characteristics typical of second language grammars acquired after the critical period. The differential degrees of 5
Page 1: BOOK OF ABSTRACTS
Page 5 and 6: 1 Welcome to Eurosla 21! The EuroSL
Page 7: 2 Committees The Eurosla 21 Organis
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
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Dynamism of a multilingual competen
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Dussias, P. (2010). Uses of eye-tra
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same grade after having received 35
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Ergative case marking in Basque L2
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as a category, relying largely on e
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Features of -er and -ing in compoun
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Foreign accent in adult simultaneou
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that Spanish L2 learners and HS mad
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How adequately can CEFR scales capt
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Leclercq, Pascale, (2009). « The i
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styles; negative correlations were
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Drawing on transcribed video record
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analysis. The results seem to suppo
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Italian accusative clitic placement
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Ionin, T., Zubizarreta, M. L., & Ma
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are most important for their L2 att
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Terrasi-Haufe, Elisabetta (2004): D
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findings for understanding the natu
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Learner Age and Learning Success. I
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untutored learners of German. In pa
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development in terms of the detail
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least 5 years in the TL community.
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House, J. & J. Rehbein (2004). Mult
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linguistic experience: Theoretical
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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
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Hendriks, P. & Koster, C. (2010)
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Palmeri, T.J., Goldinger, S.D., Pis
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Folk, J.R., Morris, R.K. (2003) Eff
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strategies), and think-aloud protoc
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atio increased (p
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Testing Two-Component Models for L2
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The Development of Receptive Gramma
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They might be direct social markers
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The effect of explicit instruction
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Rumbaut 1997) do they meet the same
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The impact of temporal and spatial
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advantage of pupils coming from mid
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The link between formulaic sequence
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The potential of composition writin
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Hyltenstam, K., Bylund, E., Abraham
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Au, T., Knightly, L, Jun, S. and Oh
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Gombert, J. E. (1992) Metalinguisti
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yet non-canonical word order and fu
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García Mayo,M. and García Lecumbe
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What properties of input influence
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Sick, J. R. (2001, August). Willing
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The present study explores the segm
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Sawyer, M. & Ranta, L.(2001). Aptit
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158
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An Acoustic Study of Svarabhakti Vo
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though this is a somewhat marginal
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Training studies are conducted in a
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selection mechanisms are both funct
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on a 9-point scale producing a comp
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Hall, Kelly Joan (2004): Language L
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Placement Test (Allan, 1992). The v
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presented in the full-sentence and
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preposition errors (Garnier, to be
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investigate the phenomenon of incom
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find their feet as reflective pract
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motivation, perceived and objective
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English speaking university lecture
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http://repository.tudelft.nl/view/i
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An evolutionary perspective on lang
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continuous data and the integrated
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Norris, J.M. & Ortega, L. (2009) To
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constellation. However, recent emph
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native speaker of German, or to car
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198
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‘virtual’ native: a virtual nat
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formulation, this native speaker is
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204
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Developmentally Moderated Language
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This paper presents a longitudinal
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vocabulary development (eg: Nation
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Language Acquisition and Universal
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processes that take place in a comm
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Norris, Dennis, McQueen, James M.,
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Rickford, J. (2004). Implicational
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consequences that the non-equivalen
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Examples: (1) a. Nó đã cái bán
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speaking homes, while L2 only reall
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226
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Professor Jan Hulstijn (Professor o
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Ewert, Anna .......................
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Rast, Rebekah .....................
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BOOK OF ABSTRACTS - EUROSLA

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