<\/p>\n
Date<\/strong><\/th>\n| Speaker<\/strong><\/th>\n | Topic<\/strong><\/th>\n<\/tr>\n | 12 Oct 2011<\/td>\n | \n | Sharon McCulloch<\/div>\n<\/td>\n \n | Japanese undergraduates\u2019 use of logical connectors in their written work<\/div>\n<\/td>\n<\/tr>\n 26 Oct 2011<\/td>\n | \n | Shi Yunzhang<\/div>\n<\/td>\n \n | A Study of Chinese English Learners\u2019 Willingness to Communicate Inside the Classroom.<\/div>\n<\/td>\n<\/tr>\n 9 Nov 2011<\/td>\n | \n | Andrea R\u00e9v\u00e9sz<\/div>\n<\/td>\n \n | Task-based experimental research in the laboratory: methodological innovations and challenges<\/div>\n<\/td>\n<\/tr>\n 23 Nov 2011<\/td>\n | \n | Masoud Shaghaghi<\/div>\n<\/td>\n \n | Exploring speech acts produced by Iranian EFL learners: an investigation of instructional materials and EFL learners’ output\n<\/div>\n<\/td>\n<\/tr>\n 30 Nov 2011<\/td>\n | \n | Alan Waters<\/div>\n<\/td>\n \n | Best Practice in ELT INSET: Quantitative findings<\/div>\n<\/td>\n<\/tr>\n 18 Jan 2012<\/td>\n | \n | Marije Michel (University of Mannheim)<\/div>\n<\/td>\n \n | Interactional alignment in task-based L2 performance: Evidence from Dutch<\/div>\n<\/td>\n<\/tr>\n 1 Feb 2012<\/td>\n | \n | Diane Potts<\/div>\n<\/td>\n \n | Multilingual students, academic texts, and the semiotic demands of \nrecontextualizing knowledge<\/div>\n<\/td>\n<\/tr>\n 15 Feb 2012<\/td>\n | \n | Geraldine LudBrook<\/div>\n<\/td>\n \n | Investigating the English language needs of CLIL teachers in Italian secondary school science classrooms (Mock viva)<\/div>\n<\/td>\n<\/tr>\n 27 Feb 2012<\/td>\n | \n | Alison Mackey (Georgetown University)<\/div>\n<\/td>\n \n | Second language interaction research: cognitive, social, and methodological considerations (or issues\/constraints?)<\/div>\n<\/td>\n<\/tr>\n 29 Feb 2012<\/td>\n | \n | Patrick Rebuschat (Bangor University)<\/div>\n<\/td>\n \n | Implicit and explicit knowledge in second language acquisition<\/div>\n<\/td>\n<\/tr>\n 7 March 2012<\/td>\n | \n | Lou Harvey (Manchester University)<\/div>\n<\/td>\n \n | \u2018I have all my stories\u2019: A narrative approach to language learning motivation<\/div>\n<\/td>\n<\/tr>\n 14 March 2012<\/td>\n | \n | Monira Al-Mohizea<\/div>\n<\/td>\n \n | An investigation into the comprehension of idioms by EFL learners’<\/div>\n<\/td>\n<\/tr>\n \n | 2 May 2012<\/p>\n<\/td>\n \n | Costas Gabrielatos and Judit Kormos<\/p>\n<\/td>\n \n | Corpus-based analysis of the use of the present continuous construction in oral language proficiency exams<\/p>\n<\/td>\n<\/tr>\n \n | 23 May 2012<\/p>\n<\/td>\n \n | Kenneth Fordyce (University of Edinburgh)<\/p>\n<\/td>\n \n | The differential effects of explicit and implicit instruction on the learning of epistemic stance forms by Japanese EFL learners<\/p>\n<\/td>\n<\/tr>\n \n | 30 May 2012<\/p>\n<\/td>\n \n | Nomi Olsthoorn<\/p>\n<\/td>\n \n | TBA<\/p>\n<\/td>\n<\/tr>\n \n | 6 June 2012<\/p>\n<\/td>\n \n | Sonja Altmuller<\/p>\n<\/td>\n \n | Formulaic language in the second language acquisition of Turkish-speaking children in a German kindergarten:Methods of data collection and analysis<\/p>\n<\/td>\n<\/tr>\n \n | 13 June 2012<\/p>\n<\/td>\n \n | Alan Waters<\/p>\n<\/td>\n \n | Theory and practice in ELT methodology: Retrospect and prospect<\/p>\n<\/td>\n<\/tr>\n \n | 20 June2012<\/p>\n<\/td>\n \n | Yvonne Prefontaine<\/p>\n<\/td>\n \n | Psycholinguistic processes involved in French as a second language speech production and perception<\/p>\n<\/td>\n<\/tr>\n \n | 27 June 2012<\/p>\n<\/td>\n \n | Parvaneh Tavakoli (London Metropolitan University)<\/p>\n<\/td>\n \n | TESOL Research and Practice: Teachers\u2019 and Teacher Educators\u2019 Perspectives<\/p>\n<\/td>\n<\/tr>\n \n | 21 March 2012<\/div>\n<\/td>\n \n | Ramin Sheikhol-Eslami<\/div>\n<\/td>\n \n | The interaction between, students’ learning approaches, their L2 reading strategies, \nand task demands<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Date Speaker Topic 12 Oct 2011 Sharon McCulloch Japanese undergraduates\u2019 use of logical connectors in their written work 26 Oct 2011 Shi Yunzhang A Study of Chinese English Learners\u2019 Willingness to Communicate Inside the Classroom. 9 Nov 2011 Andrea R\u00e9v\u00e9sz Task-based experimental research in the laboratory: methodological innovations and challenges 23 Nov 2011 Masoud […]<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":699,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-15","page","type-page","status-publish","hentry","post-preview"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P8b6mH-f","jetpack-related-posts":[],"_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/15","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/comments?post=15"}],"version-history":[{"count":1,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/15\/revisions"}],"predecessor-version":[{"id":16,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/15\/revisions\/16"}],"up":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/699"}],"wp:attachment":[{"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/media?parent=15"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} 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