The oral-written connection in the learning of second/foreign languages
Даты: 08.03.18 — 09.03.18
Область наук: Филологические;
Е-мейл Оргкомитета: https://oralwrittenconnect.wixsite.com/2018writing/cfp
This conference will focus on exploring the language learning potential of collaborative dialogue in the learning of a second/foreign language. Research on second language acquisition has shown that collaboration among learners is a crucial source of learning as learners interact to create meaning and co-construct knowledge (Storch, 2016; Swain, 2006). Further research is needed, though, on the impact of speaking during task completion and more target-like language use in writing with a specific group of learners: young learners (8-16). This research would go in line with recent calls within Task-based language teaching (TBLT) a more integrative agenda that considers oral and written modes (Gilabert et al., 2016).
We invite abstract submissions for 30-minute oral presentations (20 minutes for the presentation and 10 minutes for discussion) or posters (the maximum size for posters will be A0) of original, unpublished work. We welcome studies carried out within interactionist and/or sociocultural approaches and focused on:
The impact of task modality (oral vs. oral+written) on the production, nature and resolution of Language-related episodes (LREs) and on pair dynamics. Is there a task-modality effect (oral vs. oral + written) on the frequency, nature and resolution of LREs? Do the members of the dyad interact in a different way depending on task modality?
Attention to form. During oral interaction while completing communicative tasks, do the learners consciously focus on grammatical forms? That is, do they produce LREs focused on target grammatical forms? What type of metalinguistic reflections can be found while learners perform the task?
Task repetition and its impact on the frequency, nature and resolution of LREs and on the complexity and accuracy of the written output?
Feedback. Which aspects of the language do young learners notice when they write a text collaboratively? And when they are provided with feedback (reformulated versions vs. models)? Which type of problem-solving strategies do young learners use when they write collaboratively?
Motivation. How does learner motivation change before, during and after task completion?
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