Alignment happens when interlocutors implicitly agree on the use of particular linguistic elements, such as words and multi-word expressions, structures, pronunciations, and prosody. Pickering and Garrod (2004) theorised alignment as the convergence of mental representations to reach shared understanding through aligning at all semiotic levels (e.g., phonetics, morphosyntax, gestures). Alignment has been widely studied in L1 interaction, both in experimental/psycholinguistic and in naturalistic conversations, seeing the phenomenon as an automatic, resource-free cognitive process. Less explored to date is the question whether and how alignment operates in L2 interaction. Rather than automatic, Costa et al. (2008) suggest that for a variety of reasons L2 alignment might include strategic choices. Alignment is a promising theoretical perspective in which to view L2 interaction, acquisition and pedagogy. It is a complementary framework in guiding our understanding of the dynamics of socio-cognitive processes in place during L2 interaction/acquisition and elaborating pedagogical approaches. In this symposium we aim to bring together researchers whose work approaches L2 alignment in a range of contexts, including face-to-face, online, and individual interaction with printed materials during writing among others. We hope to promote a pluridisciplinary approach, encompassing for instance psycholinguistics, NLP, SLA and discourse and interaction analysis.
Room 1 AILA 2021 aila2021@gcb.nlAlignment happens when interlocutors implicitly agree on the use of particular linguistic elements, such as words and multi-word expressions, structures, pronunciations, and prosody. Pickering and Garrod (2004) theorised alignment as the convergence of mental representations to reach shared understanding through aligning at all semiotic levels (e.g., phonetics, morphosyntax, gestures). Alignment has been widely studied in L1 interaction, both in experimental/psycholinguistic and in naturalistic conversations, seeing the phenomenon as an automatic, resource-free cognitive process. Less explored to date is the question whether and how alignment operates in L2 interaction. Rather than automatic, Costa et al. (2008) suggest that for a variety of reasons L2 alignment might include strategic choices. Alignment is a promising theoretical perspective in which to view L2 interaction, acquisition and pedagogy. It is a complementary framework in guiding our understanding of the dynamics of socio-cognitive processes in place during L2 interaction/acquisition and elaborating pedagogical approaches. In this symposium we aim to bring together researchers whose work approaches L2 alignment in a range of contexts, including face-to-face, online, and individual interaction with printed materials during writing among others. We hope to promote a pluridisciplinary approach, encompassing for instance psycholinguistics, NLP, SLA and discourse and interaction analysis.
Dwight Atkinson
Huiyang Shen
Marije Michel
Christine Appel
Marije Michel
Saioa Cipitria
Bryan Smith
Xiaomeng Zhang
Benjamin Holt
Marco Cappellini
Marion Coumel
Vanja Vukovic
Saioa Cipitria
Marije Michel