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LINGUIST List 19.1306

Thu Apr 17 2008

Confs: Applied Linguistics/UK

Editor for this issue: Stephanie Morse <morselinguistlist.org>


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        1.    Karen Roehr, BAAL Language Learning & Teaching SIG 2008


Message 1: BAAL Language Learning & Teaching SIG 2008
Date: 15-Apr-2008
From: Karen Roehr <kroehressex.ac.uk>
Subject: BAAL Language Learning & Teaching SIG 2008
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BAAL Language Learning & Teaching SIG 2008
Short Title: BAAL LLT SIG 2008

Date: 01-Jul-2008 - 02-Jul-2008
Location: London, United Kingdom
Contact: Karen Roehr
Contact Email: kroehressex.ac.uk
Meeting URL: http://www.baal.org.uk/sigs_learnteach.htm

Linguistic Field(s): Applied Linguistics

Meeting Description:

BAAL Language Learning & Teaching Special Interest Group
4th Annual Conference: Attaining Second Language Proficiency
1-2 July 2008, University of Greenwich, London, UK

BAAL Language Learning & Teaching Special Interest Group

4th Annual Conference: Attaining Second Language Proficiency

1-2 July 2008, University of Greenwich

The current programme and the registration form are available at
http://www.baal.org.uk/sigs_learnteach.htm

The closing date for registration is 9 May 2008.

Preferential rates for delegate accommodation are available until 30 April 2008.

Plenary speakers:

Roger Hawkins (University of Essex)
Jan Hulstijn (Universiteit van Amsterdam)
Bill VanPatten (Texas Tech University)

Rationale:

Much research concerned with L2 learning and L2 teaching seeks to establish how,
why, or when learners progress in their development of L2 skills; yet,
assumptions about what we mean by L2 proficiency often remain implicit. By the
same token, the field of language learning and teaching utilizes a wide variety
of tools for measuring learners' progress and achievements as well as variables
associated with these factors. The conference theme highlights these two
strands, and papers and posters addressing the theme in any way are invited. We
hope that the conference will enable us to discuss questions such as the
following: How can the notion of L2 proficiency be understood in terms of
specific theoretical frameworks? What is the relevance of this notion in L2
teaching? What is the relevance of this notion in L2 assessment? How can the
notion of L2 proficiency be understood in relation to classroom vs. naturalistic
learning? Which methods may be suitable for measuring L2 proficiency? What
factors contribute to the attainment of L2 proficiency?

Alessandro Benati (University of Greenwich) a.benatigre.ac.uk
Karen Roehr (University of Essex) kroehressex.ac.uk
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