here - British Association for Applied Linguistics

249 Pages·2012·2.3 MB·English

by  Alasdair Archibald

th
45 Annual Meeting of the British
Association for Applied Linguistics

University of Southampton

September 6–8, 2012

Book of Abstracts
Studies in Second Language Learning and Teaching is a
refereed journal published four times a year by the Depart-
ment of English Studies, Faculty of Pedagogy and Fine Arts,
Adam Mickiewicz University, Kalisz, Poland. The language of
publication is English. The journal is devoted to reporting pre-
viously unpublished highest quality theoretical and empirical
research on learning and teaching second and foreign lan-
guages. It deals with the learning and teaching of any lan-
guage, not only English, and focuses on a variety of topics
ranging from the processes underlying second language ac-
quisition, various aspects of language learning in instructed
and non-instructed settings, as well as different facets of the
teaching process, including syllabus choice, materials design,
classroom practices and evaluation.

Each issue carries about 6 papers, 6000-8000 words in length,
as well as reply articles and reviews. Submissions are sub-
jected to an anonymous review process conducted by at least
two referees who may be members of the Editorial Board and
other leading specialists in the field. Authors are notified of
acceptance or rejection of their papers within three months of
the submission date.

One of the four issues per year is a special focus issue devot-
ed to a particular area of second language learning and teaching, sometimes with a guest editor who is an
expert on a specific topic. The special focus issue in the year 2011 was devoted to teaching and learning
grammar, and in the year 2012 it will deal with affective factors in second language acquisition.

Vol. 1 No. 1 April 2011 (selected articles)
Sarah Mercer – The self as a complex dynamic system
Edit H. Kontra, Kata Csizér – “They can achieve their aims without native skills in the field of work or stud-
ies”: Hungarian students’ views on English as a lingua franca

Vol. 1 No. 2 August 2011 (selected articles)
Ewa Waniek-Klimczak – Acculturation strategy and language experience in expert ESL speakers: An ex-
ploratory study
Christina Gkonou – Anxiety over EFL speaking and writing: A view from language classrooms

Vol. 1 No. 3 October 2011 (selected articles)
Hossein Nassaji – Correcting students’ written grammatical errors: The effects of negotiated versus non-
negotiated feedback
Terence Odlin – In ‘other’ words: Some thoughts on the transferability of collocations

Vol. 1 No. 4 December 2011 (selected articles)
Adriana Biedroń – Personality factors as predictors of foreign language aptitude
Małgorzata Baran-Łucarz – The relationship between language anxiety and the actual and perceived lev-
els of foreign language pronunciation

EDITOR: Mirosław Pawlak

PUBLISHER
Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz,
ul. Nowy Świat 28-30, 62-800 Kalisz, Poland

e-mail: [email protected] http://ssllt.amu.edu.pl/

Plenary Speakers
Multilingual resourcefulness: case studies in educational linguistics
Rosemarie Tracy
University of Mannheim; [email protected]
Whatever it is knowledge societies know, knowledge about the systematic properties of
natural languages, about language acquisition and language use in a monolingual or bi-
/multilingual setting does not figure prominently on this list. While Europe embraces visions
of trilingual citizens (European Commission 2008), of the return on investment of even
acquiring Europe’s less prominent languages, and of the contribution of linguistic diversity to
tolerance and mutual understanding, the spectrum of linguistic resources coexisting already in
the heads of those who attend schools and preschool institutions in Europe is often
disregarded and even considered a problem rather than an asset.
In the context of this presentation I will discuss results from research projects funded by the
German Research Foundation (DFG), the German Federal Ministry of Education and
Research (BMBF), and from transfer and practical cooperation projects with schools. I will
highlight what I would consider a marked discrepancy between what we—as researchers–
know about the linguistic and metalinguistic competence of bi-/multilingual individuals
(children and adults) on the one hand, and the explicit knowledge of educators working in
preschools and schools, on the other. I will focus on the question of what can be done to
overcome these limitations and to encourage educators (and multilingual speakers
themselves) to explore linguistic resources which are – at least in principle – readily available.

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The bilingual mind
Aneta Pavlenko
Temple University; [email protected]
Does learning a new language change the way we think? Do bilinguals think about the world
in different ways? And what do we mean by ‘thinking’ in the context of bilingualism? To
provide empirical answers to these questions, I will offer a state-of-the art review of recent
neo-Whorfian explorations conducted with bilingual speakers in the domain of lexical and
morphosyntactic categories and then expand this exploration into the domains of inner speech
and autobiographical memory. I will also point to theoretical and methodological challenges
facing this inquiry, outline a framework for interaction between languages and cognition in
the bi-/multilingual mind and discuss productive directions for future inquiry.

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Speaking English in a multilingual context: The case of ELF
Anna Mauranen
University of Helsinki; [email protected]
A lingua franca is used in situations where speakers don’t share a first language. It follows
that such contexts involve language contact and the presence of more than one language.
Other languages may surface in lingua franca discourse via code-switching, metalingual
comments, or less directly via discourse practices that reflect the complexity of the linguistic
context. As English has achieved the widest global reach of any lingua franca ever, it is
important to appreciate the complexity of the language contact involved: we can speak of
‘second-order language contact’ between different lects. This talk will focus on ELF as a
particular kind of complex language contact, and look at some of the principal ways in which
other languages make themselves felt in ELF communication.
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Invited Colloquia
Translation studies
The papers in this colloquium seek to offer insights into the rapidly changing modes of
(written) translation and (spoken) interpreting, which are dominating and revolutionizing the
field.
Jeremy Munday will discuss the relation of translation studies and applied linguistics, which
dates back to James Holmes’ “The name and nature of translation studies” in the 1970s. He
will discuss the development of linguistic translation theory and of more recent cultural
translation studies, but the focus will be on the usefulness of models taken from applied
linguistics for the text analysis of translation.
Serge Sharoff will speak about the growing use of comparable corpora for the analysis of
translated language and its role as an essential terminological tool for the practising translator
who seeks translation equivalents of specific source-text segments.
The other three contributions present very specific and new interpreting scenarios, illustrating
the dynamic evolution of both practice and research in the sub-discipline of interpreting
studies. Peter Llewellyn-Jones will look at interpreter positioning with specific reference to
signed language. Sabine Braun will discuss remote video- conference interpreting in
multilingual legal proceedings and Li Shuangyu will adopt a conversation analysis approach
to the analysis of medical interpreting of GP consultations in Bradford.
It is hoped that this colloquium will stimulate greater engagement and collaboration between
the disciplines of translation studies and applied linguistics.
Paper 1: Translation studies and applied linguistics
Jeremy Munday
University of Leeds; [email protected]
This paper will discuss and question the relation of translation studies and applied linguistics.
This relation dates back to 1972 when James Holmes presented his “The name and nature of
translation studies” (now sometimes called the founding statement of the discipline of
translation studies) to an applied linguistics conference in Denmark. Holmes divided
translation studies into a “pure” branch (itself sub- divided into “theoretical” and
“descriptive”) and “applied” (central to the practice of translation).
The paper will give an overview of the development of linguistic translation theory (concepts
such as equivalence, genre, text type, purpose, function) and of more recent cultural and
sociological translation studies, identifying new trends and directions in the field. The focus
will be on the relevance of models taken from applied linguistics for the analysis of
translation, in particular whether it is justified to import such models, often based on English,
for the analysis of multilingual texts sometimes produced under very different constraints.
The paper will conclude with suggestions of where translation studies might contribute more
centrally to the development of applied linguistics.
Paper 2: Terminology, translation and comparable corpora
Serge Sharoff
University of Leeds; [email protected]
Terminology often escapes attention of academic linguistics, while it is extremely important
in translation practice. Computational methods for automatic extraction of terms from raw
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