Conférencier invité :
Andrew D. Cohen, Professor Emeritus, University of Minnesota
Jeudi 25 mai 2017, 15h00
Université du Québec à Montréal
Pavillon J.-A. DeSève
320, rue Sainte-Catherine Est, Montréal
This plenary will highlight a series of areas deemed worthy of attention by language researchers. In some cases the research effort would entail following up on studies initiated some years ago and in other cases the effort would involve relatively new research thrusts. The talk will include ideas about research in the following areas:
Pathways to success in language learning
· Language learners as informed consumers - the impact of coaching language learners in being more informed consumers of target language (TL) programs.
· The role of motivation in the L2-FL interface - the reality behind the second vs. foreign language (L2-FL) distinction as it applies to learners at differing levels of motivation.
· The language of thought for learning the target language - the differential effect of using the first language (L1) or the TL as the language of thought.
· The impact of L2/FL error correction over time,
· The use and impact of websites accessed in support of language learning,
· Language attrition over time - the nature of language attrition over time for people at different age and proficiency levels.
A close look at language learner strategies
· The fluctuating functions of strategies - the fluctuation in functions of language learner strategies (LLS).
· Refining strategies for language learning - research on specialized strategy areas such as grammar strategies and vocabulary learning strategies,
· The language strategies of hyperpolyglots - the strategies of hyperpolygots in their learning of 12 or more languages.
· Test-taking strategies - the strategies that respondents actually use in order to produce responses on tests of summarizing, cloze, and other response formats.
Pushing the envelope with regard to TL pragmatics
· The less researched speech acts - descriptive studies of speech acts yet to be researched extensively.
· The effects of explicit instruction in pragmatics,
· The learning of pragmatics in the TL classroom from native- and non-native teachers,
· The teaching of pragmatics in World Englishes – the actual curriculum.
RSVP à email@example.com avant le 23 mai.