Keynotes op vrijdag 1 juni en zaterdag 2 juni (abstracts van keynotes volgen hieronder):
- Daniel Perrin, ZHAW Zurich
- Rob Schoonen , Radboud Universiteit Nijmegen
- Claire Kramsch, UC Berkeley
Het volledige programma vind u hier. (pdf)
Investigating linguistic practices: The case of scalability in professional text production
Daniel Perrin, Zurich University of Applied Sciences
This keynote uses the case of collaborative professional text production to discuss the concept of linguistic practice from both theoretical and practical perspectives. By drawing on large corpora of real-life data and applying the multi-method approach of progression analysis, practices are identified that allow for flexible planning in the dynamic system of text production.
Findings show that key features of the text production practices under investigation, as well as of the writing phases they dominate, scale up. This means that the patterns found in both practices and phases recur in similar forms throughout the various levels and time frames of text production. They are manifested during the split seconds it takes to make stylistic decisions as well as over the days, weeks and months of organizational document cycling. This understanding of scalability reaches far beyond former concepts of planning in text production research.
In conclusion, it appears text production research conducted in real-life contexts sharpens theoretical approaches to linguistic practices on one hand, and contributes to sustainably solving practical problems on the other.
From task to ability. Issues in the operationalization of language ability.
Rob Schoonen , Radboud Universiteit Nijmegen
In applied linguistic research, we investigate the language ability of first and second language learners, of subpopulations of language users with specific histories or certain linguistic challenges, and we are interested in their language performance under various circumstances. We make claims about language abilities, that is, abilities to perform certain language tasks in real life and real time. The validity of our research outcomes and the interpretation thereof depends to a large extent on the quality of the operationalization of language ability. Which tasks do we administer to the participants in our studies and what can we infer about their language ability on the basis of these tasks? In this talk, I will address some of the issues we have to face when we conduct our applied linguistic research and want to make claims about language learners’ language ability. To what extent will these claims be depend on the task we have used to collect our data, the items we have used in our test, or to what extent will they depend on the raters that were involved in the grading of speaking or writing samples? It turns out that trying to answer these questions about the psychometric quality of our measurements leads us back to fundamental questions about our theoretical framework for language ability.
Teaching language in the digital age
Claire Kramsch, UC Berkeley
Social media (emails, tweets, textings, Facebook postings, YouTube videos) and the Internet have been eagerly used by second/foreign language teachers as a way of providing language learners with direct access to language users and to sources of information in “real life”. Indeed, study after study have shown that online exchanges increase the quantity of language use, motivate learners to deploy a variety of speech functions and increase their self-confidence, and that the communicative skills acquired online transfer to face-to-face interactions in real life. However, the impact of digital media on the nature of language use and on the quality of cross-cultural communication itself has remained largely unexplored. If the goal of teaching a second/foreign language is to help learners understand members of different speech communities who think, talk, write, behave, react, and see the world differently than they do, then we have to ask ourselves whether the echo chambers of social media and the customization of the internet are conducive to fulfilling that goal. These digital media foster and promote our global diversity, but do they enable us to better understand our local differences? Drawing on various scholars in media and communication studies (e.g., Poster 1990, Barney 2006, Castells 2009) and applied linguistics (e.g., Kern 2000, Kern & Develotte 2018) this paper will argue that the new media are changing some of the major dimensions of language use: reference, categorization, speech acts, facework, discourse, and urging us to rethink the goals of second/foreign language education.