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32e Anéla-/VIOT Juniorendag▲
Op vrijdag 28 april 2023 vindt de jaarlijkse Anéla-/VIOT Juniorendag plaats bij de KU Leuven in Antwerpen. Tijdens de Juniorendag krijgen BA- en MA-studenten, junior-onderzoekers en promovendi op het gebied van toegepaste taalkunde de mogelijkheid om hun werk te presenteren door middel van een mondelinge of een posterpresentatie. Daarnaast wordt er tijdens deze dag de Scriptieprijs uitgereikt aan de beste MA-scriptie op het gebied van toegepaste taalkunde.
Locatie: KU Leuven, locatie Antwerpen
Keynote sprekers: Ninke Stukker (Rijksuniversiteit Groningen) en Elke Peters (KU Leuven). De abstracts staan hieronder.
Aamelden voor de Anéla-/VIOT Juniorendag?
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Ninke Stukker: Register, genre, style – or just: style?
The past decennia have witnessed a growing interest in discourse phenomena in linguistic theory. Yet today, our understanding of linguistic structure beyond the sentence level is still far from complete. One of the unresolved issues concerns the nature of meaning construction on the macro-level of discourse interpretation, as opposed to meaning aspects associated with clauses and sentences,
which can be referred to as belonging to the micro-level of language. It has been common practice to classify concepts of macro-level meaning into different types, such as on the one hand, the well-known distinction between concepts that represent “functions” with respect to a given communicative situation (medium, setting, communicative purposes, for example), commonly referred to with the terms “register” or “genre” – and on the other hand concepts associated with aesthetic or artistic aspects of discourse interpretation referred to as “style”. I will argue that the distinction between register, genre and style may be useful to label different domains of analysis, but is elusive when it comes to our understanding of the underlying linguistic operation of discourse meaning. To do so, I will report analyses of deviant uses – associated with the typically “literary” artistic concept of foregrounding – of verb tenses and causality markers marking perspectivization macro effects in a corpus of Dutch literary fiction (associated with aesthetic, artistic meaning) and various news genres (associated with functional situational meaning). I will demonstrate that macro-level discourse interpretations related to foregrounding originate from the linguistic and cognitive operation of micro-level linguistic constructions in contexts traditionally referred to as registers, genres or styles in exactly the same way. I will interpret my findings in a linguistic stylistic theoretical framework, and will discuss the benefits of an integrative approach of discourse meaning, generalizing over specific domains of use.
Elke Peters: Learning a language from foreign language media: the role of out-of-school language contact
There is an increased interest in language learners’ use of foreign language media and its relationship with language learning (e.g., Dressman & Sadler, 2020; Nunan & Richards, 2015; Reinders, Lai, & Sundqvist, 2022). Studies on the benefits of audiovisual input are gaining traction in the field of second language acquisition (e.g., Montero Perez, 2022; Peters & Muñoz, 2020). In addition, a growing number of studies have started to focus on the link between learners’ engagement with foreign language media outside of school and foreign language development. Given the limited classroom time for foreign languages, the use of foreign language media outside of school has been advocated as a way to increase learners’ language contact (e.g., Webb, 2015). In this talk, I will highlight some of the recent research into out-of-school language learning from media that has been carried out with different age groups. I will show how media and especially English language media play a role in language learners’ everyday lives. I will provide an overview of the different out-of-school language activities (gaming, watching foreign language tv, using foreign language social media, reading) that language learners typically engage in and how the popularity of these activities may change with age. I will draw on my own and colleagues’ recent work on out-of-school language learning to show the learning potential of media for different aspects of language learning and vocabulary in particular. This talk will also address how language learning outside of school relates to language learning inside of school. Specific attention will be paid to the research conducted in Flanders with young learners who have not received any English lessons yet. Flanders (the Dutch-speaking region in Belgium) makes an interesting case for studying how learners can pick up a foreign language (English) from mere exposure and interaction because Flanders has a late starting age for English in school (grade 7 or 8). However, because of the omnipresence of English in popular media, many Flemish learners are exposed to large amounts of English-language input in different types of media before they start learning English in schools. My talk will end with a methodological reflection on the research into out-of-school language learning from popular media and with potential avenues for future research.
- Bram Vertommen (UU) (voorzitter)
- Lynn de Rijk (RU) (penningmeester)
- Elien Prophète (KU Leuven) (coördinator technische ondersteuning)
- Moira van Puyvelde (VU Brussel) (coördinator academische aangelegenheden)
- Melina Pasanikolakis (Universiteit Antwerpen) (coördinator academische aangelegenheden)
- Evi Dalmaijer (RU) (PR + online platform)
- Lisanne Slot (RUG) (coördinator externe communicatie)
- Jikkie van Veen (Erasmus MC) (coördinator externe communicatie)
Poster Anéla-/VIOT Juniorendag 2023
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