{"id":321,"date":"2016-09-27T08:47:48","date_gmt":"2016-09-27T08:47:48","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/sllat\/?page_id=321"},"modified":"2018-07-19T09:59:41","modified_gmt":"2018-07-19T09:59:41","slug":"2016-2017-programme-archive","status":"publish","type":"page","link":"http:\/\/wp.lancs.ac.uk\/sllat\/archive\/2016-2017-programme-archive\/","title":{"rendered":"2016 – 2017 Programme archive"},"content":{"rendered":"

2017<\/h3>\n

Time: Usually Wednesday 12.00-13.00<\/h3>\n

Term 3<\/h3>\n\n\n\n\n\n\n\n\n\n\n
Date<\/td>\nSpeaker<\/td>\nTitle<\/td>\nVenue<\/td>\n<\/tr>\n
17.05.2017<\/td>\n\u00a0Mohammad Javad \u00a0Ahmadian<\/td>\nExplicit and Implicit Instruction of L2 Pragmatics: Do Working Memory Capacity and Language Aptitude Play a Role?<\/a><\/td>\nCounty South C89<\/td>\n<\/tr>\n
07.06.2017<\/td>\nJames Wilby<\/td>\nThe relationship between motivation, self-regulation, and L2 international students’ paraphrasing behaviour and writing achievement over the course of an EAP programme<\/a><\/td>\nCounty South B59<\/td>\n<\/tr>\n
28.06.2017<\/p>\n

(11:00-12:00)<\/strong><\/td>\n

Karmen Pizorn<\/p>\n

(University of Ljubljana)<\/td>\n

Language Anxiety of Year 6 EFL students<\/a><\/td>\nCounty South<\/p>\n

D72<\/td>\n<\/tr>\n

28.06.2017<\/p>\n

(12:00-13:00)<\/strong><\/td>\n

\u00a0Andrew Sampson<\/td>\nLanguaging and learning compared across three EFL course delivery modes<\/a><\/td>\nCounty South<\/p>\n

D72<\/td>\n<\/tr>\n

28.06.2016<\/p>\n

(13:00-14:00)<\/strong><\/td>\n

Jiexuan Lin<\/p>\n

(Guandong University)<\/td>\n

Phonetic convergence in nonnative speech and the role of individual differences<\/a><\/td>\nCounty South C89<\/p>\n

 <\/td>\n<\/tr>\n

05.07.2017<\/p>\n

(12:00-13:00)<\/strong><\/td>\n

Mayya Levkina (University of\u00a0Barcelona)<\/td>\nThe role of linguistic complexity in enhancing L2 pronunciation development of vowel contrasts through collaborative map tasks<\/a><\/td>\nCounty South B89<\/td>\n<\/tr>\n
13.07.2017<\/p>\n

Thursday<\/strong><\/p>\n

(15:00-16:00)<\/strong><\/td>\n

Parvaneh Tavakoli<\/p>\n

(University of Reading)<\/td>\n

Can a narrow approach to defining and researching fluency in Applied Linguistics help?<\/a><\/td>\nBowland North SR3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Term 2<\/h3>\n\n\n\n\n\n\n\n\n\n\n
Date<\/td>\nSpeaker<\/td>\nTitle<\/td>\nVenue<\/td>\n<\/tr>\n
25.01.2017<\/td>\nChajuan Hu<\/td>\nChinese students’ cognitive composing process under the real time AWE context<\/a><\/td>\nBowland North SR6<\/td>\n<\/tr>\n
01.02.2017<\/td>\nAina Casaponsa<\/td>\nForeign language comprehension achievement: <\/a>Insights from the cognate facilitation effect<\/a><\/td>\nCounty South C89<\/td>\n<\/tr>\n
09.02.2017<\/td>\nMary Jane Abrahams (Universidad Alberto Hurtado, Chile)<\/td>\nCurriculum design\/reform in a Chilean university (joint talk with LTRG)<\/td>\n\u00a0County South C89<\/td>\n<\/tr>\n
24.02.2017<\/td>\n<\/td>\nELT Symposium in honour of Alan Waters<\/td>\nFASS meeting rooms<\/td>\n<\/tr>\n
01.03.2017<\/td>\nNicola Halenko (Mock Viva)<\/p>\n

(12.00-13.30)<\/td>\n

Evaluating the explicit pragmatic instruction of requests and apologies in a study abroad setting: the case of Chinese ESL learners at a UK Higher Education Institution.<\/a><\/td>\nBowland North SR 1<\/td>\n<\/tr>\n
08.03.2017<\/td>\nTwo consecutive talks by\u00a0Javier Perez Guerra and\u00a0<\/span>Bimali Indrarathne \u00a0<\/span><\/td>\nContrasting syntax: on the design of predicates in native and learner language by Javier Perez Guerra<\/a><\/p>\n

Inclusion of learners with specific learning differences in teaching English as a foreign language: A teacher training project for Sri Lanka by Bimali Indrarathne<\/a><\/td>\n

\u00a0Bowland North SR 15<\/td>\n<\/tr>\n
12.04.2017<\/td>\nGiulia Sulis and Shungo Suzuki<\/td>\nTry-out presentations for TBLT conference<\/a> in Barcelona<\/td>\n\u00a0County South C89<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Term 1<\/h3>\n\n\n\n\n\n\n\n\n\n
Date<\/td>\nSpeaker<\/td>\nTitle<\/td>\nVenue<\/td>\n<\/tr>\n
12.10.2016<\/td>\nPatrick Rebuschat (LAEL)<\/td>\nCross-situational learning of words and syntax<\/a><\/td>\nBowland North SR\u00a03<\/td>\n<\/tr>\n
\u00a026.10.2016<\/td>\nJudit Kormos (LAEL)<\/td>\nInclusive practices in teaching students with dyslexia: Foreign language teachers\u2019 concerns, attitudes and self-efficacy beliefs on a massive open online learning course
\n<\/b><\/a><\/td>\n		Bowland North SR 3<\/td>\n<\/tr>\n
09.11.2016<\/td>\nDogus Can Oksuz (LAEL)<\/td>\nRevisiting the idiom principle through the lens of an agglutinating language: A corpus-informed research<\/a><\/td>\nBowland North SR 3<\/td>\n<\/tr>\n
23.11.2016<\/td>\nNour Toumi<\/p>\n

 <\/p>\n

 <\/p>\n

Ornuma Chingchit<\/p>\n

 <\/p>\n

Laura Stiefenhofer<\/p>\n

 <\/p>\n

Giulia Sulis<\/td>\n

The effects of summary and keyword generation instruction on L2 readers’ comprehension monitoring and metacognitive accuracy<\/p>\n

Effects of Written Corrective Feedback on L2 Learners’ Implicit Knowledge Development<\/p>\n

Effects of cognitive task complexity in computer-mediated collaborative writing tasks<\/p>\n

Directed motivational currents in the TBLT classroom<\/td>\n

County South C89<\/td>\n<\/tr>\n
30.11.2016<\/p>\n

(11.30-13.00)<\/td>\n

Tomas Kos (Mock viva)<\/td>\nAn investigation of peer interaction in mixed-age EFL secondary school classes<\/span><\/td>\nCounty South B89<\/td>\n<\/tr>\n
07.12.2016<\/td>\nIrene Marin\u00a0(LAEL)<\/p>\n

 <\/td>\n

\u00a0Phrasal Verbs in Spoken L2 English: The Effect of L2 Proficiency and L1 Background<\/td>\nCounty South C89<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

2017 Time: Usually Wednesday 12.00-13.00 Term 3 Date Speaker Title Venue 17.05.2017 \u00a0Mohammad Javad \u00a0Ahmadian Explicit and Implicit Instruction of L2 Pragmatics: Do Working Memory Capacity and Language Aptitude Play a Role? County South C89 07.06.2017 James Wilby The relationship between motivation, self-regulation, and L2 international students’ paraphrasing behaviour and writing achievement over the course […]<\/p>\n","protected":false},"author":402,"featured_media":0,"parent":699,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-321","page","type-page","status-publish","hentry","post-preview"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P8b6mH-5b","jetpack-related-posts":[],"_links":{"self":[{"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/321","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\/402"}],"replies":[{"embeddable":true,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/comments?post=321"}],"version-history":[{"count":139,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/321\/revisions"}],"predecessor-version":[{"id":592,"href":"http:\/\/wp.lancs.ac.uk\/sllat\/wp-json\/wp\/v2\/pages\/321\/revisions\/592"}],"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=321"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}