Call for papers
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LiDi 2022 will bring together different perspectives on how grammatical categories are represented linguistically across languages in both theoretical linguistics and language pedagogy. Language-specific categories like aspect or tense are approached from different angles in linguistics, see, e.g., Klein (2009), Paslawska & Stechow (2012) or Musan (1999), and our workshop aims at discussing how the implications of linguistic analyses can be implemented fruitfully in educational frameworks (see, e.g., Dudley & Slabakova 2020).
We invite submissions for oral presentations. Abstracts should not exceed 2 pages, including data and references (11 pt font minimum, single spacing, 1 inch/2.5 cm margins on all sides). Abstracts should be sent by e-mail (with a PDF and Word file) to [email protected]. Please include your name, affiliation, and the title of your presentation. Presentations should be in English. LiDi 2022 invites contributions that discuss but are not limited to the following topics.
Submission deadline: November 30, 2021
Notification of acceptance: January 15, 2022
Dudley, A. & Slabakova, R. (2020). Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence. Pedagogical Linguistics, 1(1), 66–93.
Klein, W. (2009). How time is encoded. In: W. Klein & P. Li (eds.), The Expression of Time, 39–82. Berlin: De Gruyter Mouton.
Musan, R. (1999). Die Lesarten des Perfekts. Zeitschrift für Literaturwissenschaft und Linguistik, 29(1), 6–51.
Paslawska, A. & Stechow, A. (2012). Perfect readings in Russian. In: A. Alexiadou, M. Rathert, & A. Stechow (eds.), Perfect Explorations, 307–362. Berlin: De Gruyter Mouton.
LiDi 2022 will bring together different perspectives on how grammatical categories are represented linguistically across languages in both theoretical linguistics and language pedagogy. Language-specific categories like aspect or tense are approached from different angles in linguistics, see, e.g., Klein (2009), Paslawska & Stechow (2012) or Musan (1999), and our workshop aims at discussing how the implications of linguistic analyses can be implemented fruitfully in educational frameworks (see, e.g., Dudley & Slabakova 2020).
We invite submissions for oral presentations. Abstracts should not exceed 2 pages, including data and references (11 pt font minimum, single spacing, 1 inch/2.5 cm margins on all sides). Abstracts should be sent by e-mail (with a PDF and Word file) to [email protected]. Please include your name, affiliation, and the title of your presentation. Presentations should be in English. LiDi 2022 invites contributions that discuss but are not limited to the following topics.
- What is the nature of the connection between theoretical linguistics and language teaching?
- What are useful ways of implementing theoretical grammar notions in pedagogical approaches?
- What is the function of grammatical notions in second language / grammar acquisition?
- How can empirical evidence help to produce innovations in the different fields of language teaching?
- In what ways does the use of linguistic analysis produce progress in teacher training education?
Submission deadline: November 30, 2021
Notification of acceptance: January 15, 2022
Dudley, A. & Slabakova, R. (2020). Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence. Pedagogical Linguistics, 1(1), 66–93.
Klein, W. (2009). How time is encoded. In: W. Klein & P. Li (eds.), The Expression of Time, 39–82. Berlin: De Gruyter Mouton.
Musan, R. (1999). Die Lesarten des Perfekts. Zeitschrift für Literaturwissenschaft und Linguistik, 29(1), 6–51.
Paslawska, A. & Stechow, A. (2012). Perfect readings in Russian. In: A. Alexiadou, M. Rathert, & A. Stechow (eds.), Perfect Explorations, 307–362. Berlin: De Gruyter Mouton.