LINGUIST List 33.1307
Tue Apr 12 2022
Calls: Applied Linguistics, Typology, Language Acquisition / I-LanD: Identity, Language and Diversity Journal (Jrnl)
Editor for this issue: Sarah Goldfinch <sgoldfinchlinguistlist.org>
Date: 04-Apr-2022
From: Simona Anastasio <simona.anastasio
univ-lille.fr>
Subject: Applied Linguistics, Typology, Language Acquisition / I-LanD: Identity, Language and Diversity Journal (Jrnl)
E-mail this message to a friend Full Title: I-LanD: Identity, Language and Diversity Journal
Linguistic Field(s): Applied Linguistics; Language Acquisition; Typology
Subject Language(s): English
Call for Papers:
The role of language typology on L2 acquisition and learning (special issue 1/2022,
https://www.unior.it/doc_db/doc_obj_20965_6242e9ac53c45.pdf?fbclid=IwAR3DiTdZZn8_ImJelpRJS6lyLPmDWQp00QHDywjCisQVXjJm9UqYM65QUMg).
This special issue of the I-LanD Journal will focus on the role of language typology on L2 acquisition and learning. It will be edited by Simona ANASTASIO (UMR 7023 SFL CNRS & University of Lille, France) and Patrizia GIULIANO (University of Naples ‘Federico II’, Italy).
Research on typological variation across languages has been conducted for decades and important advances have been made in the domain. For instance, it is well know that Germanic vs Romance native speakers differ in the ways they conceptualize and verbalize events (e.g., aspect, time, motion, modality, perspective) both at the sentence level (von Stutterheim 2003) and at discourse level (Klein & von Stutterheim 2002; Carroll & Lambert 2006) and this is partly due to the typological properties of languages. Restructuring these patterns in the process of acquisition of another language with a different set of patterns is known to be very difficult (e.g., Cadierno & Ruiz 2006 for motion; von Stutterheim 2003 for ongoingness vs boundness; Giuliano & Anastasio 2021a for time and aspect; Giuliano & Anastasio 2021b for subordination). In spite of the evident role of inter-typological contrasts during the process of second language acquisition (in terms of cross-linguistic influence, see Sharwood Smith & Kellerman 1986; Odlin 1989, 2003, 2005; Jarvis & Pavlenko 2010), there is little research which focuses on the impact of intra-typological variation, i.e. typological differences or similarities between languages of the same type (except for Ibarretxe-Antuñano 2009, 2015; Anastasio 2018, 2019, 2021). Additionally, the impact of language typology is still far from being fully understood for several reasons: a) native speakers’ preferences go beyond the clear-cut typological classification when encoding the intended message; b) most studies look at learners with an L1/L2 combination of languages belonging to different genetic and typological families and very few consider the impact of the L1 when the learners’ languages in contact are typologically close (however, see Benazzo & Andorno 2017; Anastasio 2019, 2021, Hijazo-Gascón 2021) and can, however, lack equivalent form-function categories.
This special issue aims to bring together recent empirical research on (intra)typological contrasts and their role on language acquisition and learning. Articles are encouraged to primarily present empirical studies relying on original data, involving linguistic and non-linguistic tasks. Studies on learners at all stages of learning, from low to high proficiency levels, especially with typologically close L1-L2 combinations, and in different learning contexts, are strongly encouraged. Additionally, research that explores morphological, syntactic and lexical differences between languages and their possible consequences for framing events are particularly welcome. The special issue will provide for a timely update within the research field of typology and language acquisition and learning by building on and complementing previous literature on the subject.
Page Updated: 12-Apr-2022