Usage-based approaches to language have changed the way we think about learning processes: Rather than thinking of input as trigger for pre-specified linguistic representations, the current consensus is that language structure emerges gradually as an abstraction over the input, with essential roles, e.g., for formulaic language and negotiation. Research indicates huge individual differences in learning outcomes, largely depending on amounts of exposure and interaction, both in first and second languages. Moreover, the cues learners need for generalization change in the course of language development, with younger learners needing more contextualized and situated interaction than older learners. Which implications and applications do basic research insights have for options and programs of language teaching, language assessment, and special language training? For instance, how can we maximize learning opportunities and enhance learning conditions for different age groups (focusing on preschoolers/primary school) in different contexts (e.g., early foreign language learning)? What are consequences for language learning in multilingual settings (e.g., minority language students, basic/academic language and content learning in multilingual classrooms)? What are commonalities and possible synergies between usage-based research in first language acquisition and second/foreign language learning/teaching?
Schedule
This panel is planned as a live session. All talks will be given live. Please join by clicking on the „Join" button top right.
The program is a as follows:
2.30 pm Welcome & Intro
2.35 pm Featured talk (and discussion), L1 perspective, by Danielle Matthews
3.15 pm Featured talk (and discussion), L2 perspective, by Thorsten Piske
4 pm coffee break
4.30 pm Short inputs & discussions:
4.30 pm Alexa Okainec
4.45 pm Sirkku Lesonen
5.00 pm Jessica Heintges
5.15 pm Boo Kyung Jung & Gyu-Ho Shin
5.30 pm final discussion
Usage-based approaches to language have changed the way we think about learning processes: Rather than thinking of input as trigger for pre-specified linguistic representations, the current consensus is that language structure emerges gradually as an abstraction over the input, with essential roles, e.g., for formulaic language and negotiation. Research indicates huge individual differences in learning outcomes, largely depending on amounts of exposure and interaction, both in first and second languages. Moreover, the cues learners need for generalization change in the course of language development, with younger learners needing more contextualized and situated interaction than older learners. Which implications and applications do basic research insights have for options and programs of language teaching, language assessment, and special language training? For instance, how can we maximize learning opportunities and enhance learning conditions for different age groups (focusing on preschoolers/primary school) in different contexts (e.g., early foreign language learning)? What are consequences for language learning in multilingual settings (e.g., minority language students, basic/academic language and content learning in multilingual classrooms)? What are commonalities and possible synergies between usage-based research in first language acquisition and second/foreign language learning/teaching?
Schedule
This panel is planned as a live session. All talks will be given live. Please join by clicking on the „Join" button top right.
The program is a as follows:
2.30 pm Welcome & Intro
2.35 pm Featured talk (and discussion), L1 perspective, by Danielle Matthews
3.15 pm Featured talk (and discussion), L2 perspective, by Tho ...
Room 1 AILA 2021 aila2021@gcb.nl
Danielle Matthews
Thorsten Piske
Jessica Heintges
Sirkku Lesonen
Rasmus Steinkrauss
Minna Suni
Marjolijn VerspoorTechnical Issues?
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