Call for Papers

Closed

The role of input in instructed second language acquisition has dominated the field leaving researchers, language teachers and practitioners to witness a shift from the original question “Does instruction make a difference?” to the more specific question “Does manipulating input make a difference?”. The issue of how learners interact with input has been investigated by measuring particular kinds of input-oriented and meaning-based instructional interventions, such as input flood, textual enhancement and processing instruction. However, the findings are not completely conclusive on when and how these instructional interventions should be combined so that they have an impact on acquisition.  Interestingly, the majority of the studies in the field have primarily made use of listening and reading measures (so-called off-line measures) to elicit how learners comprehend and process sentences. While these off-line measures are enriching our understanding of the nature of target language processing to some extent, more nuanced insights into measuring implicit knowledge, as generated through processing instruction, input flood and/or textual enhancement, are needed. Addressing this existing methodological gap should include new off-line measurements and on-line measurements such as eye tracking, self-paced reading and ERPs (event-related potentials) within the research of processing and manipulating input.

The purpose of the conference is three-fold:

  • to present and discuss new classroom-based research conducted to measure the relative effects of processing and manipulating input in the target language by using new off-line and on-line measurements,
  • to present and discuss the methodological advances made in experimental research with grammar instructional interventions, and
  • to offer specific evidence-based guidelines to teachers about when and how to employ the grammar instructional interventions, how to combine them and how to design activities.

The focus of the first day of the conference will be on RESEARCH and the focus of the second day is on TEACHING.  Interested teachers of all school types are especially encouraged to join us for the second day when we will offer workshop/s, implications-based plenary and a panel discussion with international experts.

We are keen to attract presentation proposals with a clear focus on the conference theme from researchers and practitioners in the fields of Applied Linguistics, SLA, TESOL, Psycholinguistics, Neurolinguistics, Neurocognitive Sciences, Clinical Language Studies, Neurosciences and Psychology, as well as interdisciplinary research projects.

We welcome proposals for:

a) Paper presentations (20 minutes + 10 minutes for questions)

b) Poster proposals

c) Workshops (90 minutes): we will host 1 or 2 workshops related to the overall conference theme

A title and 300 word (maximum) proposal should be sent by 5 March 2016 (extended 14 March) via the conference email address (slaconf-sbg@outlook.com).

Please indicate the type of proposal (a,b or c) you are submitting and send two versions (one of which should be fully anonymous, i.e. the abstract with the title, but without authors or affiliations and the other one with information about your affiliation and a short bio).

 We hope to see you in Salzburg in July 2016.