{"id":2572,"date":"2022-02-01T18:41:34","date_gmt":"2022-02-01T17:41:34","guid":{"rendered":"https:\/\/site.uit.no\/acqva\/?page_id=2572"},"modified":"2022-04-27T19:10:55","modified_gmt":"2022-04-27T17:10:55","slug":"gasla-16-keynotes","status":"publish","type":"page","link":"https:\/\/site.uit.no\/acqva\/events\/generative-approaches-to-second-language-acquisition-gasla-16\/gasla-16-keynotes\/","title":{"rendered":"GASLA 16 – Keynotes"},"content":{"rendered":"

MENU<\/strong><\/p>\n

Home\u00a0 \u00a0<\/a>|\u00a0 \u00a0 Keynotes<\/a>\u00a0 \u00a0 |\u00a0 \u00a0\u00a0Program<\/a>\u00a0 \u00a0 |\u00a0 \u00a0\u00a0Travel<\/a><\/p>\n

Keynote 1: 12.5 at 18.00<\/p>\n

John Archibald<\/a>, University of Vicotria<\/p>\n

Phonology in Multilingual Grammars: Representational Complexity and Linguistic Interfaces<\/strong><\/p>\n

Research in the generative tradition has deepened our understanding of the nature of multilingual language acquisition and grammars. Undeniably, the majority of this work has been done in the morphosyntactic domain while phonological research in GenSLA has been under-represented.<\/p>\n

I will present data which demonstrate that multilingual phonology is generative, learned (not noticed), and hierarchical (not shallow; likely recursive). I will show how complex representational models can account for diverse phenomena from the perception of illusory vowels, to universal constraints on the formation of L2 allomorphs, to L2 English infixing, to heritage learning of tone sandhi. I will also touch on the morphological and syntactic interfaces to show how such constructs as Match Theory and Contiguity Theory explain and constrain multilingual grammars.<\/p>\n

I will ponder why<\/em> phonology has been under-represented, and discuss future directions in the field which suggest models which can unify our understanding of the acquisition of both phonology and morphosyntax. In Dresher\u2019s words, \u201cphonology takes substance from outside FLN and converts it to objects that can be manipulated by the linguistic computational system.\u201d<\/p>\n

Finally, I will comment on the role that L2\/L3 phonology can play in broader societal concerns related to social justice.<\/p>\n

\n

Keynote 2: 13.5 at 9.00<\/p>\n

Edith Kaan<\/a>, University of Florida<\/p>\n

Prediction in second language processing and learning<\/strong><\/p>\n

There is ample evidence that language users can predict upcoming information while reading or listening. However, studies have also shown quite some variation within and between groups and individuals as to what is predicted during sentence processing, the timing of predictions, and the extent to which information is predicted. These non-systematic findings have led to some controversy as to the ubiquity and importance of predictive processing.<\/p>\n

In this talk I will advocate a direction of research in which the utility of prediction is central:\u00a0 language users aim to achieve maximal processing efficiency. Depending on experience, task demands and subjective goals, the optimal solution may be to not predict, or to rely on different information to predict. In this way, differences in predictive processing can be accounted for within and across individuals, and between populations.<\/p>\n

I will start this talk with an historical overview of research on predictive processing in native language comprehension. I then turn to prediction in second language processing and learning. I will illustrate how the notion of utility can account for observations in the literature, and discuss the current challenges.<\/p>\n

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Keynote 3: 13.5 at 17.15<\/p>\n

Ianthi Tsimpli<\/a>, University of Cambridge<\/p>\n

Multilingualism, linguistic diversity and English in India:\u00a0<\/strong>linguistic and cognitive skills in disadvantaged primary school children<\/strong><\/p>\n

Children who learn through the medium of a language which is not the same as their home languages have different levels of learning outcomes than those children whose home and school languages are the same (Romaine, 2013). In a linguistically highly diverse country, like India, millions of children are at a disadvantage in this respect. Children from disadvantaged backgrounds are not familiar with English suggesting that state schools with English as the medium of instruction (EMI) creates more inequalities.<\/p>\n

In this study, we examine the development of literacy and narrative abilities in English and Hindi of over 500 children attending primary schools with EMI or regional language. Findings from narrative production reveal a significant gap between regional languages and English which can partly be explained by the amount of English input children are presented with. Focusing on syntactic, lexical and macrostructure properties of the Hindi and English narratives produced by the children, I will discuss the role of language proficiency and multilingualism on performance. Multilingualism and linguistic diversity seem to have a positive effect on non-verbal cognitive skills.<\/p>\n

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Keynote 4: 14.5 at 9.00<\/p>\n

Makiko Hirakawa<\/a>, Chuo University<\/p>\n

What the Acquisition of Japanese Contributes to Generative Approaches to SLA<\/strong><\/p>\n

Developments in generative linguistic theory have stimulated empirical studies not only on Indo-European languages but also typologically diverse languages such as Japanese. Even though the number of studies on Japanese as a target language is notably smaller compared to, for example, L1 Japanese leaners of L2 English, their findings provide us new and interesting insights into how interlanguage grammars develop on the basis of L2 input and\/or L1 transfer, as well as how L2 knowledge can be explained in terms of feature-based analyses. This talk will draw on data from a range of studies on L2 Japanese, including a focus on acquisition, interpretation, and processing of what learners see or hear in the input (e.g., reflexives) and what they DO NOT see or hear (e.g., null arguments). Data from learners with typologically similar and dissimilar L1s will be examined in light of current theories such as the Interface Hypothesis and the Interpretability Hypothesis.<\/p>\n","protected":false},"excerpt":{"rendered":"

MENU Home\u00a0 \u00a0|\u00a0 \u00a0 Keynotes\u00a0 \u00a0 |\u00a0 \u00a0\u00a0Program\u00a0 \u00a0 |\u00a0 \u00a0\u00a0Travel Keynote 1: 12.5 at 18.00 John Archibald, University of Vicotria Phonology in Multilingual Grammars: Representational Complexity and Linguistic Interfaces Research in the generative tradition has deepened our understanding of the nature of multilingual language acquisition and grammars. Undeniably, the …<\/p>\n","protected":false},"author":123506,"featured_media":0,"parent":2388,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2572","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/pages\/2572","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/users\/123506"}],"replies":[{"embeddable":true,"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/comments?post=2572"}],"version-history":[{"count":10,"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/pages\/2572\/revisions"}],"predecessor-version":[{"id":2831,"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/pages\/2572\/revisions\/2831"}],"up":[{"embeddable":true,"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/pages\/2388"}],"wp:attachment":[{"href":"https:\/\/site.uit.no\/acqva\/wp-json\/wp\/v2\/media?parent=2572"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}