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|Full Title:||Lexis, Lexeme, Lexicon: Representation and Acquisition|
|Start Date:||28-Jun-2013 - 28-Jun-2013|
|Meeting Email:||click here to access email|
|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
|Linguistic Subfield:||Language Acquisition; Psycholinguistics|
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