Constructionist Approaches to Language Pedagogy 2
Find here our updated conference program (status: June 10, 2016).
Please note that the "Basler Kindernäscht" ("kids' nest"; Gerbergasse 14) proposes professional childcare: http://www.kindernaescht.ch/?page_id=132 (English website). The daycare center is open 8 a.m. till 6 p.m. on Fridays and 9 a.m. till 5 p.m. on Saturdays. Fees are 10 CHF/hour. As the number of places is limited (20), we recommend booking in advance (info-at-kindernaescht.ch).
Find the pdf version of our conference booklet (status: May 31, 2016), including the conference program, the abstracts, and practical information here [PDF (1.4 MB)]. You will find a print version of the conference booklet in your conference kit.
Friday, June 10, 2016
|Aula 001||Lecture room 115: "Motion events"||Lecture room 116: "Input, implicit and explicit teaching"||Lecture room 114: "Specific constructions"|
|12:00||Welcome & registration|
|12:45||Constructionist approaches to language pedagogy: Foundations and challenges // Heike Behrens & Karin Madlener|
|13:15||Keynote 1, Lourdes Ortega: Usage-inspired Language Pedagogy|
|Chair: Teresa Cadierno||Chair: Ingvild Nistov||Chair: Catherine Diederich|
|14:20||Explicit and implicit teaching of lexicalization patterns // Juliana Goschler & Lars Behnke||Constructions as units of learning: Usage-based instruction // Serafima Gettys, Iwona Lech & Rocio Rodriguez||Time expressions between lexicon and syntax: Implications for foreign language teaching // Alexander Ziem & Hans C. Boas|
|14:55||Learning boundary-crossing events motion constructions in a second language // Rosa Alonso||Complement-taking predicates in early language development of Swedish as a foreign language // Martje Wijers||A constructionist approach to teaching Italian L2 futurity in interviews // Paul Sambre|
|15:30||Remarks on the centrality of a constructionist approach in the pedagogy of interlanguage pragmatics // Annalisa Baicchi||Collocations in L2 attainment - a usage-based approach // Cordula M. Glass|
|Chair: Juliana Goschler||Chair: Annalisa Baicchi||Chair: Alexander Ziem|
|16:35||What types of constructions do L2 learners use // Teresa Cadierno, Iraide Ibarretxe-Antuñano & Alberto Hijazo-Gascón||Does a focus on chunks and fluency make a difference in migrants’ language learning? // Peter Lenz & Malgorzata Barras||A constructionist approach to English verb-particle constructions // Min-Chang Sung|
|17:10||Construction-based teaching of the German caused motion and intransitive constructions to Italian learners // Sabine de Knop & Fabio Mollica||A usage-based approach to L2 development through informal interactions online: case studies of lexical complexity in L2 English learners // Meryl Kusyk||I want to express my emotions as I feel them. The expression of emotions in second language classroom: A usage-based approach // Lucía Gómez Vicente|
|17:45||Construction-based teaching of German caused motion constructions with ein-/in to French-speaking learners // Françoise Gallez & Sabine de Knop||„Drills“ revisited - in light of a usage-based approach // Ingvild Nistov, Elisabeth Bjugn, Atle Kristiansen, Else Berit Molde, Katrin Saarik & Ilka Wunderlich||Image schemas and metaphors in teaching grammar (by the example of the German modal auxiliaries) // Katsiaryna Kanaplianik|
|18:30||Apéro riche, Wildt’sches Haus (Petersplatz)|
We wish to thank John Benjamins Publishing Co. for their generous contribution to the reception.
Saturday, June 11, 2016
|Aula 001||Lecture room 115: "Argument structure" & "Constructicon"||Lecture room 116: "Input, implicit and explicit teaching"||Lecture room 114: "Specific constructions"|
|09:30||Keynote 2, Ewa Dabrowska: Experience, aptitude and individual differences in ultimate attainment: A comparison of L1 and L2 speakers|
|Chair: Catherine Diederich||Chair: Karen Roehr-Brackin||Chair: Florent Pérek|
|11:05||English Argument structure constructions in L2 learners’ speaking interaction // Jung-Youn Choi & Hyun-Kwon Yang||Reading for remembering: On the long-term impact of starting age on retention and recall of target language input // Simone E. Pfenninger & David Singleton||The impact of foreign language input on the acquisition of intensifying constructions: a case study from CLIL and non-CLIL learners in French-speaking Belgium // Isa Hendrikx, Kristel Van Goethem & Fanny Meunier|
|11:40||Korean secondary interlanguage learners’ developmental aspects: Instruction effects of English argument structure constructions // Gyu-Ho Shin||Exceptions disturb pattern learning in adult second language acquisition: Individual differences approach // Maja Curcic, Sible Andringa & Folkert Kuiken||The influence of English immersion on L3 French // Rosalinde Tialda Stadt, Aafke Hulk & Petra Sleeman|
|Chair: Hans Boas||Chair: Maja Curcic|
|14:00||Different levels of item-specificity and compositionally - an empirical study of L2 learners // Susen Faulhaber||Language learning aptitude and working memory capacity as predictors of instructed adult learners’ explicit and implicit L2 knowledge // Luis H. Rodriguez Silva & Karen Roehr-Brackin|
|14:35||A valency constructicon for learners of English // Thomas Herbst||The role of explicit and implicit teaching on the L2 production of German case markers // Kristof Baten|
|15:10||Adding a pedagogic toolkit to the Swedish construction // Camilla Håkansson, Benjamin Lyngfelt, Joel Olofsson & Julia Prentice||Can explicit instruction enhance language analytic abilities? // James Chalmers|
|16:00||Keynote 3, Katrin Lindner: Learning German as a second language: Findings from a pilot study with refugees aged three and four|