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LINGUIST List 21.634

Sun Feb 07 2010

Calls: Lang Acquisition, Semantics, Syntax/Netherlands

Editor for this issue: Kate Wu <katelinguistlist.org>

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        1.    Ineke Van de Craats, Dummy Auxiliaries in (A)typical First and Second Language Acquisition

Message 1: Dummy Auxiliaries in (A)typical First and Second Language Acquisition
Date: 05-Feb-2010
From: Ineke Van de Craats <i.v.d.craatslet.ru.nl>
Subject: Dummy Auxiliaries in (A)typical First and Second Language Acquisition
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Full Title: Dummy Auxiliaries in (A)typical First and Second Language Acquisition

Date: 01-Jul-2010 - 02-Jul-2010
Location: Nijmegen, Netherlands
Contact Person: Ineke Van de Craats
Meeting Email: i.v.d.craatslet.ru.nl

Linguistic Field(s): Language Acquisition; Semantics; Syntax

Call Deadline: 01-Apr-2010

Meeting Description:

Dummy Auxiliaries in (A)typical First and Second Language Acquisition
1-2 July 2010
Radboud University Nijmegen, Netherlands

The aim of the workshop is to address these questions and thus obtain a better
understanding of the use of dummy verbs in different types of acquisition

We explicitly invite researchers working in different theoretical frameworks,
working with different groups of language learners and working on different

Call for Papers

During the past few decades, language acquisition studies have reported
learners' use of semantically empty or 'dummy verbs' such as the verb form 'is'
in the Dutch - ungrammatical - sentence "Hij is doorrijden" (He is drive). These
constructions resemble English do-support constructions where 'do' lacks a
proper meaning. The use of dummy verbs has been reported for English, Dutch and
German. Moreover, dummy constructions are found in the speech of children
learning their native language (L1), second language learners (L2), and children
with specific language impairment (SLI).

Several explanations have been proposed for learners' use of dummy verbs:
pragmatic accounts (Huebner, 1989), semantic-pragmatic accounts (Jordens &
Dimroth, 2006; Starren, 2002; Verhagen, 2009), and structural accounts framed in
a generative approach (Blom & De Korte, 2008; Fleta, 2003; García Mayo et al.,
2005; Van de Craats, 2009; Van Kampen, 1997; Zuckerman, 2001) or usage-based
approach (Haberzettl, 2003). In addition, researchers have stressed the role of
native language transfer (Van de Craats & Van Hout, in press), sociolinguistic
and regional variation in the input (Zuckerman, 2001), and the role of dummy
verbs as markers of cultural ethnicity (Cornips, 2000).

Despite the extensive research in this area, a number of questions are still
open or debated:
- Do dummy verbs have semantic or pragmatic functions, and if so, which ones?
- What is the relation between dummy verbs and the syntactic positions in which
they appear?
- What are the differences/similarities between different types of acquisition
(L1, L2, SLI)?
- What is the role of L2 learners' native language?
- What is the role of input?

Invited Speakers:
María del Pilar García Mayo (Universidad del País Vasco; Vitoria-Gasteiz)
Rosemarie Tracy (Universität Mannheim)
Stephanie Haberzettl (Carl von Ossietzky Universität Oldenburg)
Solveig Chilla (Universität Bremen)
Sjef Barbiers (Meertens Institute Amsterdam)
Shalom Zuckerman (Utrecht University)
Jan de Jong (University of Amsterdam)
Antje Orgassa (Radboud University)

Submission Guidelines:
Abstracts for a 45-minute presentation should be in English and include the
following two (separate) documents:

1. Cover Page: Title of presentation, Authors' names and affiliations, Contact
information (Name, address, telephone number and email address of first author).
2. Abstract: Title of presentation, Summary of research undertaken (300 words
maximum, single spaced).

Abstract must be composed in either MS Word or RTF format with paper size set to
A4 and submitted as an attachment to an email (not as part of the body of the
email) to: I.v.d.Craatslet.ru.nl.

Organizing Committee:
Ineke van de Craats (Radboud University Nijmegen),
Josje Verhagen (Utrecht University)
Elma Blom (University of Amsterdam/University of Alberta)
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