LINGUIST List 32.2827
Sun Sep 05 2021
Calls: Applied Ling, Comp Ling, Gen Ling, Lang Acquisition/Belgium
Editor for this issue: Everett Green <everettlinguistlist.org>
David Alfter <david.alfter
Building CEFR-graded Resources for Second and Foreign Language Learning E-mail this message to a friend
Full Title: Building CEFR-graded Resources for Second and Foreign Language Learning
Short Title: GR4L2
Date: 07-Dec-2021 - 07-Dec-2021
Location: Louvain-la-Neuve, Belgium
Contact Person: David Alfter
Meeting Email: < click here to access email >
Web Site: https://uclouvain.be/fr/instituts-recherche/ilc/plin/gr4l2.html
Linguistic Field(s): Applied Linguistics; Computational Linguistics; General Linguistics; Language Acquisition
Call Deadline: 15-Sep-2021
The strong relationship between vocabulary knowledge and reading comprehension has been thoroughly researched and confirmed (Laufer, 1992; Hsueh-Chao, & Nation, 2000). Readers should ideally know between 95% and 98% of the words in a text to adequately comprehend it (Laufer and Ravenhorst-Kalovski, 2010). Given that the larger the vocabulary, the better the comprehension of texts, foreign language curriculums should stress the need to teach new vocabulary items. As learners cannot easily learn thousands of words, it is crucial for foreign language curriculum designers, publishers of educational materials and textbooks, or even teachers to identify the most important words to teach at each stage of the learning process.
The most common answers to that challenge have been (1) to use frequency lists obtained from a large corpus of texts intended for native readers (Kucera and Francis, 1967; Leech et al., 2001; Brysbaert and New, 2009; etc.) and (2) to rely on expert knowledge, such as teacher expertise or linguists’ recommendations (Beacco et al., 2008; Capel, 2010). The advantage of the latter approach is its ability to relate words to some difficulty scale, in particular that of the CEFR, but its empirical foundations have been challenged. More recently, new trends have been investigated, such as frequency lists projected onto the CEFR scale (Kilgariff et al., 2014) or resources in which word frequencies are estimated on texts intended for L2 readers (François et al., 2014; Dürlich and François, 2018). However, these new trends only focus on the lexicon, whereas the CEFR Reference Level Descriptors (Beacco et al., 2008; O’Keeffe and Mark, 2017) may include grammatical structures, functions, pattern of spelling development, morphemic patterns, etc.
Recent efforts have opened new avenues for research in the field of graded resources for language learning. Lindström et al. (2021) aim at developing data-driven CEFR-graded resources for grammatical or morphological patterns. In parallel, new lexical resources have used meanings as the main entry instead of the spelling form (Alfter, 2021; Tack et al. 2018).
This workshop therefore aims at bringing together all current efforts about manual or automatic building of language resources with CEFR labels and at strengthening current initiatives by building a community around these topics.
Call for Papers:
=Topics of interest=
We solicit abstracts on all topics related to CEFR-graded resources for language learning, such as (but not limited to) the following themes:
* creation of CEFR-graded resources (either via manual or automatic processes)
* validation of CEFR-graded resources on various publics
* graded resources for vocabulary, syntax, semantics, pragmatics
* practical applications of graded resources (for language learning, natural language processing, pedagogy, etc.)
* theoretical foundations of graded resources
* discussion of the pros and cons of the CEFR scale for graded resources
* comparison between CEFR-graded resources and other graded resources
Abstracts are to be written in English (max 500 words, excluding title and references) and should be anonymized.
Abstracts are to be submitted in PDF format to the electronic conference management platform EasyChair using the following link: https://easychair.org/conferences/?conf=gr4l2
All authors of accepted abstracts will be invited to submit a full-length paper for the post-workshop proceedings, planned to be published in Cahiers du Cental. Submitted papers will undergo another round of reviews in order to decide which papers to include in the proceedings.
Accepted abstracts will be presented orally. Presentations may be short or long, at the discretion of the organizing committee. You may indicate a preference during abstract submission.
15 September: Abstract submission deadline
15 October: Registration opens
20 October: Notification of acceptance
Page Updated: 05-Sep-2021