Friday March GURT Conference Schedule Registration ICC Galleria Continental by veteranlives


									Friday, March 13, 2009 GURT 2009 Conference Schedule
8:00 – 5:00 8:30 – 9:00 9:00 – 10:00 10:00 – 10:15 Registration (ICC Galleria) Continental Breakfast (ICC Galleria) Plenary Address, Bunn Intercultural Center (ICC) Auditorium Ellen Bialystok, York University, How analysis and control lead to advantages and disadvantages in bilingual processing Coffee Break (ICC Galleria)

10:15 – 10:45

10:15 – 12:45 Colloquium SLA and bilingualism under the Northern light Organizers: Anne Golden, University of Oslo Elizabeth Lanza, University of Oslo Transfer from L1=Vietnamese into L2=Norwegian: A corpus-based study Kari Tenfjord, University of Bergen Modality in Norwegian as a second language: A corpus-based study Snorre Karkkonen Svensson, University of Bergen

The long-term effects of written output practice in instructed SLA: Learning processes and outcomes Rosa M. Manchón, Universidad de Murcia Does repeated L2 production reduce access to the L1? Maybe not Jared A. Linck, University of Maryland, Judith F. Kroll, Penn State University

Learned attention effects in SLA Heather Lee Taylor & Nick Ellis, University of Michigan, Nuria Sagarra, Penn State University

Affective structured input online: How authentic are learner responses? Tony Houston, Bryant University

10:45 – 11:15

Priming of verb inflections in L2 French, and the effects of orientation of attention Emma Marsden & Gerry Altmann, University of York, Michelle St. Claire, University of Manchester Bilingualism, feedback and processing of case morphology for acquisition: Findings from The Latin Project Beatriz Lado, University of San Diego Explicit learning and the development of implicit knowledge Patrick Rebuschat & John N. Williams, University of Cambridge

Effects of structured input and explicit information on L2 Idiom acquisition: Sanz & Morgan-Short (2004) extended Aysun Balkan & Jeong-eun Kim, Georgetown University An instructed SLA approach to L2 phonology Kazuya Saito, McGill University

11:15 – 11:45

Proficient levels in corpus-based SLA research Cecilie Carlsen, University of Bergen Metaphors in L2=Norwegian Anne Golden, University of Oslo Systematic direct vocabulary teaching as a way of improving second language reading Lise Iversen Kulbrandstad, Hedmark University College A focus on language and culture in contact Elizabeth Lanza, University of Oslo

Effects of the writing systems on word recognition in L2 users Miho Sasaki, Keio University

Syntactic priming: An underlying mechanism of SLA? Mark Shea, Michigan State University

Processing Instruction: Investigating secondary and cumulative effects Alessandro Benati, University of Greenwich

11:45 – 12:15

12:15 – 2:00 1:00 – 3:00

Lunch Poster Session A

Invited Panel Learner spontaneous processing of input 2:00 – 2:30 Organizer: ZhaoHong Han, Teachers College, Columbia University, USA Panelists: ZhaoHong Han (Convener), Teachers College, Columbia University Carrie Jackson, Penn State University Nina Moreno, University of South Carolina Eun Sung Park, Monterey Institute of International Studies Rebekah Rast, The American University of Paris and CNRS (UMR 7023 & Université Paris 8) 3:30 – 4:00 Bill VanPatten (Discussant), Texas Tech University

Early language separation in Spanish-English bilingual twins David Ingram & Virginia Dubasik, Arizona State University, Juana Liceras, University of Ottawa, Raquel Fernandez Fuentes, University of Valladolid How may Portuguese-English bilingual children acquire biliteracy within diverse family structures? Vicky Obied, University of Valladolid The effects of bilingualism on different types of inhibitory control in young adults Marissa Fond & Kerstin Sondermann, Georgetown University Passive bilingualism and linguistic exogamy Luke Fleming, University of Pennsylvania

The dynamic nature of motivation along the task: can it be captured? Iñigo Yanguas, San Diego State University

The development of aspect morphology in Korean Hae-Young Kim, Duke University , Youngon Choi, Skidmore College

2:30 – 3:00

Individual differences in speaker adaptation in native-nonnative dialogs Natalie Lewandowski & Grzegorz Dogil, University of Stuttgart Individual variables and interpreting errors: A pilot study Jun Pan & Jackie Yan, City University of Hong Kong

Understanding the processing of aspectual Information in English Mary Emily Call, David Townsend & Joanne T. Marren, Montclair State University Length of residence and interlanguage pragmatic development of making requests by Chinese learners of English Shuai Li & Yun Zhao, Carnegie Mellon University Context of L2 learning and L2 automatization: A comparison between the language production skills of study abroad students and 'at home' intensive learners in Europe Raquel Serrano, Maria Angels Llanes, Elsa Tragant, Universitat de Barcelona

3:00 – 3:30

Individual differences in working memory capacity, noticing, and the development of L2 speech production Mailce Borges Mota, The Federal University of Santa Catarina, Joara Bergsleithner, State University of Santa Cruz, Janaína Weissheimer, Federal University of Rio Grande do Norte

4:00 – 4:15

Coffee Break (ICC Galleria)

4:15 – 4:45

Invited Panel The role of stay abroad and language development of nonprimary languages Organizer: Carme Pérez-Vidal, Universitat Pompeu Fabra, Spain Panelists: Carmen Pérez-Vidal (Convener), Universitat Pompeu Fabra Maria Juan Garau, Universitat de les Illes Balears Joan Carles Mora, Universitat de Barcelona Rober DeKeyser (discussant), University of Maryland College Park

Linguistic competence in English as a second language: from the role of age to the effectiveness of contentbased instruction Yolanda Ruiz de Zarobe, University of the Basque Country Linguistic, cognitive and affective outcomes of CLIL experiences: The case of bilingual education programmes in Extremadura (Spain) Rafael Alejo González & Fiona MacArthur, Universidad de Extremadura A semantic-pragmatic analysis of verb usages in academic texts by advanced ESL learners from a Chinese language background Xuehua Xiang, University of Illinois at Chicago Classrooms, context and communicative tasks: A study of English question formation Alison Mackey, Georgetown University, Akiko Fujii, International Christian University, Sigrun Biesenbach-Lucas & Heather D. Weger-Guntharp, Georgetown University

The role of repetition, translation, and context in second language vocabulary learning Yen-Tzu Chang, Georgetown University Rehearsal effects in bilingual and monolingual word learning Margarita Kaushanskaya, Jeewon Yoo, Stephanie Van Hecke & Jordan Mirsberger, University of WisconsinMadison The effects of exposure type on lexical processing in low-level bilinguals Eileen Locke, Texas Tech University

The effects of keyboarding and working memory on accent marks in L2 French Jessica Sturm, Purdue University

4:45 – 5:15

Implicit and explicit corrective feedback and working memory capacity Jaemyung Goo, Georgetown University

5:15 – 5:45

The role of working memory in the process of second language acquisition Clare Wright, Newcastle University

Unraveling the acquisition of third person subject pronouns in bilinguals Manuela Pinto, Utrecht University

5:45 – 6:15

Working memory predicts the acquisition of explicit L2 knowledge Jared A. Linck, University of Maryland, Daniel J. Weiss, Penn State University

6:15 – 6:30 6:30 – 7:30

Break Plenary Address, Bunn Intercultural Center (ICC) Auditorium Arthur S. Reber, Brooklyn College, A few oft-unacknowledged aspects of implicit learning—with, perhaps, some novel ways to think about L1 and L2 acquisition Reception, ICC Galleria

7:30 – 9:30

Saturday, March 14, 2009 GURT 2009 Conference Schedule
8:00 – 5:00 8:30 – 9:00 9:00 – 10:00 10:00 – 10:15 Registration (ICC Galleria) Continental Breakfast (ICC Galleria) Plenary Address, Bunn Intercultural Center (ICC) Auditorium Nick Ellis, University of Michigan, Implicit and Explicit SLA and their Interface Coffee Break (ICC Galleria)

10:15 – 10:45

10:15 – 12:45 Colloquium Differences in allocation of attentional resources between monolingual and bilingual adults and children Organizer: Valerie L. Shafer, The Graduate Center, City University of New York

Self-assessment versus performance in Ukrainian-Russian-English trilinguals Aneta Pavlenko, Temple University

The effects of arrival age on bilingual vocabulary attainment among Japanese heritage language students attending hoshuukoo Yoshiko Mori, Georgetown University, Toshiko Calder, Princeton Community Japanese Language School Productive effects of the DMTH Dagmar Keatinge, Paderborn University

L2 users’ awareness of L1 syntax Anna Ewert, Adam Mickiewicz University

10:45 – 11:15

Richard G. Schwartz, The Graduate Center, City University of New York Miwako Hisagi, Massachusetts Institute of Technology Yan Yu, The Graduate Center, City University of New York

Tradition vs. technology in stimulated recall: Learners’ perceptions of feedback according to modality Melissa Baralt & Laura GurzynskiWeiss, Georgetown University

The development of morphological awareness in Chinese children: The role of semantic relatedness and morpheme type Meiling Hao, Language and Cultural University, Vedran Dronjic & Xi Chen, OISE/University of Toronto, Hua Shu, Beijing Normal University Measuring awareness: Effects of thinking aloud on explicit recognition memory and L2 vocabulary development Ana Martínez-Fernández, Georgetown University

11:15 – 11:45

Hia Datta, The Graduate Center, City University of New York Arild Hestvik, University of Delaware Karen Garrido-Nag, Gallaudet University

Does learners’ linguistic background affect learner-learner interactions? L2-Heritage learner pairs in Spanish language classrooms Melissa A. Bowles & Florencia Henshaw, University of Illinois at Urbana-Champaign Discerning Between Implicit and Explicit Language Learning Processes Concepcion Godev, University of North Carolina at Charlotte

Integrated knowledge of agreement in early and late English-Spanish bilinguals Rebecca Foote, Michigan State University

11:45 – 12:15

Effects of attention regulation and explicitness of instruction on L3 learning by early and late bilinguals: The Latin Project Catherine Stafford, University of Wisconsin-Madison

12:15 – 2:00 1:00 – 3:00

Lunch Poster Session B

2:00 – 2:30

Invited Panel Statistical Learning and Language Acquisition Organizers: John N. Williams & Patrick Rebuschat, University of Cambridge

Awareness of L2 communicative behaviors in L1: A survey of Chinese returnees’ readjustment experiences Saihua Xia & Michael Morgan, Murray State University From Access to Attrition: The rate of morphological L1 attrition in young immigrants Elena Schmitt, Southern Connecticut State University The re-emergence of Spanish, Portuguese and Hebrew in adolescence Eduardo Faingold, University of Tulsa

Implicit and explicit conditions for the acquisition of the Saxon genitive by native speakers of Spanish Linda Escobar, Universidad Nacional de Educación a Distancia Implicit versus explicit learning of the English causative Yuxia Cathy Wang, City University of Hong Kong Learners’ attention to input during listening language learning tasks: an empirical study on the role of mobile assisted language learning in the L2 classroom María J. de la Fuente, George Washington University

The interaction among strategy use, level of bilingualism and the effects of feedback: The Latin Project Hui-Ju Lin, Georgetown University Explicit and implicit feedback in the learning of Korean as a heritage language Hyun-Sook Kang, Illinois State University Type of written feedback, awareness, and L2 learning Bo-Ram Suh, Georgetown University

2:30 – 3:00

Panelists: John N. Williams (Convener), University of Cambridge Patrick Rebuschat (Convener), University of Cambridge

3:00 – 3:30

Jill Lany, University of WisconsinMadison Jessica Hay, University of WisconsinMadison Jeff Lidz, University of Maryland

3:30 – 4:00 Nick Ellis, University of Michigan

Relevance, cohesion, and negotiation during form-focused, teacher-led L2 Spanish discourse Paul D. Toth, Temple University

Effects of feedback timing in SLA: A computer-assisted study on the Spanish subjunctive Florencia Henshaw, University of Illinois at Urbana-Champaign

4:00 – 4:15

Coffee Break (ICC Galleria)

4:15 – 4:45

A usage-based approach to the L2 acquisition of German Åsta Haukås, University of Bergen

Increasing students’ attention to Spanish phonetics and phonology in the L2 classroom David Counselman, Penn State University Issues in perception and pedagogy: Examining patterns in L2 vowel perception Leslie Gordon, Washington & Lee University Explicit training and implicit learning of L2 phonemic contrasts Fred R. Eckman, University of Wisconsin-Milwaukee, Gregory Iverson, University of Maryland, Robert A. Fox & Ewa Jacewicz, Ohio State University Explicit L2 grammar knowledge and language use Pawel Scheffler & Marcin Cinciala, Adam Mickiewicz University

Language change in elderly Dutch immigrants in Australia: language reversion or reduced cognitive control? Merel Keijzer, Utrecht University A comparison of bilingual and multilingual learners: The Fortaleza story Amy S. Thompson, Michigan State University Narrative discourse of bilingual South African elders Tracy G. Beckett, Penn State University

Getting a grip on the slippery construct awareness: Methodological issues Ronald P. Leow, Ellen Johnson & German Zarate-Sandez, Georgetown University What sort of noticing do outputinput sequences evoke? Tapping into the learner’s mind from multiple perspectives Maren Schierloh, Michigan State University Defining and operationalising noticing in SLA Aline Godfroid, Frank Boers & Alex Housen, University of Brussels

Statistical second language learning Luca Onnis, University of Hawaii 4:45 – 5:15

5:15 – 5:45

Implicit and explicit aspects of L2 acquisition and processing of inflectional morphology Kira Gor & Svetlana V. Cook, University of Maryland

5:45 – 6:15

Aspectual restructuring in L2 English: lexical or sentential conditioning? Devyani Sharma, Queen Mary, University of London, Ashwini Deo, Yale University Break

Aging, feedback, and differential success in L2 development: Evidence from the Latin Project Alison Lenet, Georgetown University

The explicit/implicit dichotomy in L2 reading research: From cloze-Test to verbal protocol Renata Šamo, Juraj Dobrila University of Pula

6:15 – 6:30 6:30 – 7:30

Plenary Address, Bunn Intercultural Center (ICC) Auditorium Bill VanPatten, Texas Tech University, Stubborn Syntax: How it Resists Explicit Learning

Sunday, March 15, 2009 GURT 2009 Conference Schedule
8:00 – 10:00 8:30 – 9:00 9:00 – 10:00 10:00 – 10:15 Registration (ICC Galleria) Continental Breakfast (ICC Galleria) Plenary Address, Bunn Intercultural Center (ICC) Auditorium Michael Ullman, Georgetown University, Declarative and procedural memory in first and second language Coffee Break (ICC Galleria)

10:15 – 10:45

Awareness and blocking in bilingual and second language lexical memory Robert Nelson, Murray State University

Factors affecting the implicit learning of form-meaning connections Janny Leung, University of Hong Kong, John N. Williams, University of Cambridge A computerized study of the effects of L1-glosses and type of linguistic item on text comprehension and L2 learning Claudia Guidi, Georgetown University

When formulaic language is accessible to L2 learners Fei Fei, Michigan State University

10:45 – 11:15

Awareness and explicitness in second language development Kara Morgan-Short & Mandy Faretta, University of Illinois at Chicago, Cristina Sanz, Georgetown University , Karsten Steinhauer, McGill University, Michael Ullman, Georgetown University Predicting L2 using declarative and procedural memory assessments: A behavioral and ERP investigation Helen S. Carpenter, Georgetown University, Kara Morgan-Short, University of Illinois at Chicago, Michael T. Ullman, Georgetown University

On the context of acquisition of connected speech in L2 Spanish D. Eric Holt, University of South Carolina

11:15 – 11:45

Shall we move? Effects of dynamism on vocabulary acquisition Álvaro Villegas, Penn State University, Gilda Socarrás, Auburn University

What is implicit and what is explicit in L2 speech? Findings from an oral corpus Heather Hilton, Université de Savoie

11:45 – 12:15

Adult learners’ difficulties in analyzing L2 Spanish mood: Implicit mappings in acquisition Jeannette Sanchez-Naranjo, Illinois State University

Language acquisition in international adoptees: Influences of explicit but not implicit learning Inge-Marie Eigsti, University of Connecticut, Carol Weitzman, Yale University, Jessica Mayo, University of Connecticut

Poster Session A (Friday, March 13, 1:00-3:00 pm) - ICC Galleria
Acquiring ‘the’: explicit and implicit learning of a procedural expression Aoife K. Ahern, Universidad Complutense de Madrid Factors that influence word learning in bilingual children Mary Alt, University of Arizona Manual gesture and the management of cognitive load in bilinguals Matthew T. Carlson & Susan Goldin-Meadow, University of Chicago Content-Based Early Language Learning- Key to Academic Success Lois A.Grollitsch, D’Youville College L2 learners’ reconstruction of meaningful sequences Akiko Hagiwara, University of Iowa Topic Interest, Relevance, and Causal Reasoning in L2 Text Comprehension Yukie Horiba, Kanda University of International Studies, Keiko Fukaya, St. Luke’s College of Nursing Variability in the Production of Case Particles by L2 learners of Korean Sun Hee Hwang, Georgetown University The role of implicit and explicit instruction in the acquisition of infinitives and gerunds in English by native speakers of Portuguese Daniela Moraes do Nascimento, Universidade Federal do Rio Grande do Sul How Second Language Socialization Shapes L2 Learners’ Social and Language Development: A Case Study Deniz Ortactepe, SUNY Albany Implicit learning of word meaning Albertyna Paciorek & John N. Williams, University of Cambridge Effects of Proficiency and Psychotypology on L1 Transfer Susan Sayehli, Lund University Investigating Grammatical Difficulty from the Chinese EFL learner’s perspective Julie Li-Ju Shiu, OSIE/University of Toronto Automaticity of speech discrimination in late Spanish-English bilinguals using neurophysiological indices Carol A. Tessel & Valerie Shafer, The Graduate Center-CUNY, Dolors Girbau, University of Jaume, Arild Hestvik, University of Delaware, Richard Schwartz, The Graduate CenterCUNY

Poster Session B (Saturday, March 14, 1:00-3:00 pm) - ICC Galleria
Does modality make a difference in the implicit learning of syntax? Yelena Chuzhin, Katherine Balloch & Emma Fox, Georgetown University, Patrick Rebuschat, University of Cambridge Effects of Explicit Instruction on Chinese Character Learning Susan Dunlap & Charles A. Perfetti, University of Pittsburgh Implicit Learning Guided, and Disrupted, by Explicit Cues: How do explicit cues affect the implicit learning of two sets of regularities? Lauren L. Emberson, Cornell University, Bruce D. McCandliss, Vanderbilt University, Jason D. Zevin, Cornell University Effects of bilingualism on inhibitory control in Brazilian bilinguals Ingrid Finger, Johanna Dagort Billig & Ana Paula Scholl, Federal University of Rio Grande do Sul The effect of implicit and explicit feedback on Chinese Heritage Ye Han, University of Florida Exploring different manifestations of phonetic talent in second language performance Matthias Jilka & Giuseppina Rota, University of Stuttgart, Susanne Reiterer, University of Tübingen Frequency-based storage and retrieval of multi-word units: The case of L2 learners Soo Hyon Kim, Michigan State University Achievement and Student Preferences for Implicit and Explicit Feedback Anna Kolesnikova, University of Iowa Unaccusativity and Neurocognitive Indices of Second Language Acquisition: An ERP Study J.D. Purdy, Teachers College, Columbia University Did you see that? — Implicit Learning of Sign Language Sequences Kerstin Sondermann, Georgetown University “I prefer go”: English L2 Verb Complement Errors Mary Lou Vercellotti, Federal University of Rio Grande do Sul Implications of Pragmatism in English Educational Theory: A New Paradigm of English Education derived from R. Rorty’s ethnocentrism and lexicology Tsukasa Yamanaka, Keio University Changes in VOT Values in Classroom-Based L2 Instruction Noriaki Yusa, Miyagi Gakuin Women’s University, Kuniya Nasukawa, Tohoku Gakuin University, Masatoshi Koizumi, Naoki Kimura & Kensuke Emura, Tohoku University

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