LINGUIST List 32.2388
Thu Jul 15 2021
Calls: Applied Ling, Gen Ling, Lang Acq/Germany
Editor for this issue: Lauren Perkins <laurenlinguistlist.org>
Holden Härtl <holden.haertl
Depicting grammatical categories in theoretical linguistics and language education E-mail this message to a friend
Full Title: Depicting grammatical categories in theoretical linguistics and language education
Short Title: LiDi 2022
Date: 28-Apr-2022 - 29-Apr-2022
Location: University of Kassel, Germany
Contact Person: Holden Härtl
Meeting Email: < click here to access email >
Linguistic Field(s): Applied Linguistics; General Linguistics; Language Acquisition
Call Deadline: 30-Nov-2021
The depiction and conceptualization of grammatical categories vary widely, not only depending on linguistic frameworks, but also when we consider interface areas between theoretical linguistics and language education. A disparity is particularly evident with respect to grammatical notions like word order, tense or aspect and how these are employed in language pedagogy. Our workshop provides an opportunity for researchers from educational linguistics and modern formal approaches to natural language to communicate about useful ways of implementing theoretical notions and visual representations in corresponding application-oriented areas of grammar and language teaching. The overall aim of our workshop is to explore new teaching methodologies and, by approaching language pedagogy through a linguistic lens, to close the gap between theory and practice in educational research.
The link between education and linguistics carries information not only from linguistics to education but also vice versa (Hudson 2020) so that both fields may profit from one another. The difficulties L2 learners of all proficiency levels face when they deal with grammatical structures in the target language occur partly because many traditional analyses do not offer appropriate guidelines for teachers to formulate instructions which would make the acquisition of these categories more systematic and thus successful (Flecken 2010). Against this background, it is LiDi 2022’s prospective goal to contribute to closing the gap between theoretical perspectives on grammar, on the one hand, and develop guidelines on how to convey these notions in educational contexts, on the other.
Invited speaker: Rosemarie Tracy (University of Mannheim)
Call for Papers:
LiDi 2022 will bring together different perspectives on how grammatical categories are represented linguistically across languages in both theoretical linguistics and language pedagogy. Language-specific categories like aspect or tense are approached from different angles in linguistics, see, e.g., Klein (2009), Paslawska & Stechow (2012) or Musan (1999), and our workshop aims at discussing how the implications of linguistic analyses can be implemented fruitfully in educational frameworks (see,, e.g., Dudley & Slabakova 2020).
We invite submissions for oral presentations. Abstracts should not exceed 2 pages, including data and references (11 pt font minimum, single spacing, 1 inch/2.5 cm margins on all sides). Abstracts should be sent by e-mail (with a PDF and Word file) to lidi2022uks
gmail.com. Please include your name, affiliation, and the title of your presentation. Presentations should be in English.
LiDi 2022 invites contributions that discuss but are not limited to the following topics:
- What is the nature of the connection between theoretical linguistics and language teaching?
- What are useful ways of implementing theoretical grammar notions in pedagogical approaches?
- What is the function of grammatical notions in second language / grammar acquisition?
- How can empirical evidence help to produce innovations in the different fields of language teaching?
- In what ways does the use of linguistic analysis produce progress in teacher training education?
Submission deadline: November 30, 2021
Notification of acceptance: January 15, 2022
For more on the history of the LiDi conferences, see the LiDi conference series: https://ling.sprachwiss.uni-konstanz.de/pages/home/trotzke/lidi.html
Dudley, A. & Slabakova, R. (2020). Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence. Pedagogical Linguistics, 1(1), 66-93.
Flecken, M. (2010). Event conceptualization in language production of early bilinguals. Utrecht: LOT.
Hudson, R. (2020). Towards a pedagogical linguistics. Pedagogical Linguistics, 1(1), 8–33.
Klein, W. (2009). How time is encoded. In: W. Klein & P. Li (eds.), The Expression of Time, 39–82. Berlin: De Gruyter Mouton.
Musan, R. (1999). Die Lesarten des Perfekts. Zeitschrift für Literaturwissenschaft und Linguistik, 29(1), 6–51.
Paslawska, A. & Stechow, A. (2012). Perfect readings in Russian. In: A. Alexiadou, M. Rathert, & A. Stechow (eds.), Perfect Explorations (307–362). Berlin, Boston: De Gruyter Mouton.
Page Updated: 15-Jul-2021