{"id":21,"date":"2015-01-15T14:30:06","date_gmt":"2015-01-15T14:30:06","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/sllat\/?page_id=21"},"modified":"2018-07-19T09:58:29","modified_gmt":"2018-07-19T09:58:29","slug":"2008-2009-programme-archive","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/sllat\/archive\/2008-2009-programme-archive\/","title":{"rendered":"2008 – 2009 Programme Archive"},"content":{"rendered":"

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Date<\/strong><\/th>\nSpeaker<\/strong><\/th>\nTopic<\/strong><\/th>\n<\/tr>\n
16 Oct 2008<\/td>\nJudit Kormos<\/td>\nA draft research project design<\/td>\n<\/tr>\n
23 Oct 2008<\/td>\nChihiro Inoue<\/td>\nElicitation tasks<\/td>\n<\/tr>\n
30 Oct 2008<\/td>\nVirginia Samuda & Martin Bygate<\/td>\nField, purpose and involvement as dimensions in task performance<\/td>\n<\/tr>\n
6 Nov 2008<\/td>\nAndrea R\u00e9v\u00e9sz<\/td>\nTask complexity, focus on L2 constructions, and individual differences: A classroom-based study<\/td>\n<\/tr>\n
13 Nov 2008<\/td>\nJudit Kormos<\/td>\nDiscussion of Larsen-Freeman, D. (2005). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English\u201d in Applied Linguistics, 27, 590\u2013619.<\/td>\n<\/tr>\n
20 Nov 2008<\/td>\nAndrea R\u00e9v\u00e9sz<\/td>\nData analysis workshop: Analysing task-based interactions<\/td>\n<\/tr>\n
11 Dec 2008<\/td>\nHyeon Oak<\/td>\nExploring EFL reading instruction in high school classrooms in Korea: The pedagogic life of the grammar translation method<\/td>\n<\/tr>\n
15 Jan 2009<\/td>\nNeil Millar<\/td>\nThe processing demands of learner collocations on native speakers: Evidence from self-paced reading<\/td>\n<\/tr>\n
22 Jan 2009<\/td>\nScott Miles<\/td>\nThe impact of different degrees of massing\/ spacing of practice activities on L2 learning<\/td>\n<\/tr>\n
29 Jan 2009<\/td>\nJudit Kormos<\/td>\nLanguage learning experiences of dyslexic learners<\/td>\n<\/tr>\n
05 Feb 2009<\/td>\nXing Chao Hu; Martin Bygate<\/td>\nThe effects of levels of grounding criterion on L2 interaction and learning<\/td>\n<\/tr>\n
12 Feb 2009<\/td>\nAbdulaziz Youssef Alturki<\/td>\nComparing knowledge of English nominal and verbal inflectional morphology in L2 speakers<\/td>\n<\/tr>\n
26 Feb 2009<\/td>\nAndrea R\u00e9v\u00e9sz<\/td>\nRecasts, working memory, and L2 development<\/td>\n<\/tr>\n
05 March 2009<\/td>\nAl Al-Ghamdi<\/td>\nLanguage learning strategies in using information technology in language learning<\/td>\n<\/tr>\n
12 March 2009<\/td>\nSarah Mercer<\/td>\nTBA<\/td>\n<\/tr>\n
19 March 2009<\/td>\nMarjorie Desveaux<\/td>\nClassroom data<\/td>\n<\/tr>\n
30 April 2009<\/td>\nRosa Mar\u00eda Jim\u00e9nez Catal\u00e1n<\/td>\nThe development of lexical competence in the acquisition of English as a foreign language<\/td>\n<\/tr>\n
7 May 2009<\/td>\nKaren Baird<\/td>\nWorkshop on constructs of vocabulary knowledge and associated measures.<\/td>\n<\/tr>\n
12 May 2009<\/td>\nJim Lantolf: Departmental lecture<\/td>\n<\/tr>\n
21 May 2009<\/td>\nAbdulaziz Alturki<\/td>\nL2 morphological variability<\/td>\n<\/tr>\n
28 May 2009<\/td>\nAndrea R\u00e9v\u00e9sz<\/td>\nTask complexity, uptake of recasts, and second language development<\/td>\n<\/tr>\n
4 June 2009<\/td>\nAnne Margaret Smith<\/td>\nIncluding\u00a0dyslexic\u00a0language\u00a0learners<\/td>\n<\/tr>\n
11 June 2009<\/td>\nMartin Bygate<\/td>\nExploring teacher-class interaction: how can we avoid \u2018recasting in the dark\u2019<\/td>\n<\/tr>\n
18 June 2009<\/td>\nCRILE talk: Paul Meara<\/td>\n<\/tr>\n
25 June 2009<\/td>\nAlan Waters<\/td>\nTrends and issues in ELT
\nteacher training<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/h2>\n","protected":false},"excerpt":{"rendered":"

  Date Speaker Topic 16 Oct 2008 Judit Kormos A draft research project design 23 Oct 2008 Chihiro Inoue Elicitation tasks 30 Oct 2008 Virginia Samuda & Martin Bygate Field, purpose and involvement as dimensions in task performance 6 Nov 2008 Andrea R\u00e9v\u00e9sz Task complexity, focus on L2 constructions, and individual differences: A classroom-based study […]<\/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-21","page","type-page","status-publish","hentry","post-preview"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P8b6mH-l","jetpack-related-posts":[],"_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/21","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=21"}],"version-history":[{"count":1,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/21\/revisions"}],"predecessor-version":[{"id":22,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/21\/revisions\/22"}],"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=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}