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LINGUIST List 23.5068

Tue Dec 04 2012

Calls: Psycholinguistics, Language Acquisition/France

Editor for this issue: Alison Zaharee <alisonlinguistlist.org>

Date: 04-Dec-2012
From: Amanda Edmonds <amanda.edmondsuniv-pau.fr>
Subject: Lexis, Lexeme, Lexicon: Representation and Acquisition
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Full Title: Lexis, Lexeme, Lexicon: Representation and Acquisition

Date: 28-Jun-2013 - 28-Jun-2013
Location: Pau, France
Contact Person: Christine Copy
Meeting Email: < click here to access email >

Linguistic Field(s): Language Acquisition; Psycholinguistics

Call Deadline: 15-Jan-2013

Meeting Description:

On 28 June 2013, the research group CRPHL (University of Pau), in collaboration with the research group LIDIL 12 (EA IMAGER), will organize a workshop on the lexicon and its acquisition.

The lexicon has been the subject of much research and numerous studies in both general linguistics and in first and second language acquisition. The 2013 workshop seeks to bring together researchers from these two areas who are interested in reflecting upon how different perspectives on the lexicon may interact and complement each other.

In general linguistics, the workshop will focus particularly on two themes that have inspired numerous studies:

i) Lexicological research, which developed in France with Tournier’s (1985, 1991) fundamental work on lexical formation matrices in English, but also with studies adopting a constrastive approach, comparing for example French and English (Paillard, 2000).
ii) Research into the representation of the abstract form of lexemes. Such work is exemplified by research into the schematic form (Location Theory), including numerous studies produced by the INVLEX group on lexical invariants, Dufaye’s analyses of English prepositions, as well as work on adverbs developed within the LIDIL 12 research group. Research has also examined lexeme representation in terms of prototypes (prototype semantics, etc.) and the integration of polysemy into such representations, which has led authors to question the nature of lexical units (and of lexemes, lexical sequences, collocations, etc.; see, for example, work done within a Construction Grammar framework, Fillmore, 1988).

In language acquisition, numerous questions concerning the lexicon have long interested researchers from various theoretical backgrounds. Much attention has been devoted, for example, to the question of how the mental lexicon is organized, both for the child acquiring his first language and for the individual learning a second (or third, fourth, etc.) language, as well as to how speakers access their lexicon (Aitchison, 2003). With respect to second language learners, the question of how to teach vocabulary continues to inspire research (Laufer, 2009); for a learner who wishes to communicate, but who has little mastery over his L2, ‘it is the lexicon that is crucial […] The words […] will make basic communication possible’ (Hatch, 1983, p. 7). However, the task is daunting and, as noted by Leeman (2005), the learner may very well experience vertigo when confronted with the seeming infinity of words that make up the L2 lexicon.

The workshop will take place at:

Université de Pau
Salle du Conseil - UFR Lettres
Avenue du Doyen Poplawski
BP 1160
64013 Pau
France

Call for Papers:

The CRPHL-LIDIL12 2013 workshop intends to bring together researchers working within one or more of the following areas:

- Representation and the lexicon: the nature of lexical units and the link(s) between them; the integration of new lexical units into the lexicon; constraints on word formation
- Abstract representation of lexemes: the integration of polysemy within representation; syntactic tests, collocational studies, corpus studies, etc. used in order to formulate abstract forms
- Acquisition of lexicon: the development and organization of the mental lexicon for the learner; the organization of the mental lexicon among bilinguals
- Vocabulary teaching: link(s) between teaching and theoretical approaches; teaching practices
- Translation or the comparison between different lexicons

Propositions examining the links between the representation of lexemes/the lexicon and acquisition are particularly welcome.

French and English will be the principal languages of study, but propositions examining other languages will be considered.

Abstracts of no more than 300 words (not including the bibliography and examples) should be sent to christine.copyuniv-pau.fr. Abstracts must be anonymous and in one of the following formats: .doc, .docx or .rtf.

Presentations can be made in either English or French.

Organizing committee: Christine Copy (CRPHL-UPPA), Amanda Edmonds (CRPHL-UPPA)
Scientific committee: Jean Albrespit (UPPA), Hillary Bays (UPMLV), Amanda Edmonds (UPPA), Lucie Gournay (UPEC)

Selected Bibliography:

Aitchison, J. (2003). Words in the mind: An introduction to the mental lexicon (3rd edition). Oxford: Blackwell.

De Vogüé, S. (1999). « Construction d’une valeur référentielle : entités, qualités, figures », in Mettouchi & Quentin (Eds.), La référence, 2, Travaux Linguistiques du Cerlico 12 (pp. 77-116). PUR.

Dufaye, L. (2006). « OFF and ON : Projet de représentation formelle », in CYCNOS, Le Qualitatif, Actes du Colloque de linguistique de Nice des 22-24 septembre 2005, J.-C. Souesme (éd.), Nice : Centre de recherche sur les écritures de langue anglaise.

Fillmore, C. (1988). The mechanisms of construction grammar. Berkeley Linguistics Society, 14, 35-55.

Firth, J. R. (1957). A synopsis of linguistic theory, 1930-1955. Studies in Linguistic Analysis, Philological Society, Oxford.

Gournay, L. (2011). « Comment « formaliser » actually : reformulation, formalisme, ou autre ? » Travaux du Cerlico, PUR, 45-61.

Gray, M. (2012). « On the interchangeability of actually and really in spoken English: quantitative and qualitative evidence from corpora », English Language and Linguistics, 16, 151–170.

Hatch, E. (1983). Psycholinguistics: A second language perspective. Rowley, MA: Newbury House.

Laufer, B. (2009). Research timeline: Second language vocabulary acquisition from language input and from form-focused activities. Language Teaching, 42, 341-354.

Leeman, D. (2005). Le vertige de l’infini ou de la difficulté de didactiser le lexique. Le Français aujourd’hui, 148, 89-99.

Paillard, M. (2000). Lexicologie contrastive anglais-français, Formation de mots et construction du sens. Paris, Ophrys.

Tournier, J. (1985). Introduction descriptive à la lexicogénétique de l’anglais contemporain. Paris, Champion-Slatkine.



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