Full section schedules & abstracts
(updated 1.6.13)

Monday, June 10

Block A (14.00-15.30)

Section 1: Varieties of Asia & Africa

Section 2: English in language policies

Section 3: Phraseology & formulaic language

Section 4: Teaching & learning English

Block B (16.00-17.00)

Section 1: English & identity in higher education

Section 2: Social impacts of English in Europe

Section 3: Variation & global implications

Tuesday, June 11

Block A (10.30-11.30)

Section 1: Explorations in ICE

Section 2: Corpora in the Expanding Circle

Section 3: Perceptions of English in Asia

Section 4: Internationalization of higher education

Block B (14.00-15.00)

Section 1: Creoles & contact linguistics

Section 2: Investigating universals

Section 3: Perceptions of English in Asia (cont.)

Block C (15.30-17.00)

Section 1: English in professional settings

Section 2: Theoretical challenges & openings

Section 3: Emerging norms in global English

Section 4: Internationalization of higher education (cont.)

Wednesday, June 12

Block A (10.30-11.30)

Section 1: Studies in UK varieties

Section 2: Loanwords & borrowings

Section 3: Computer Mediated Communication

Section 4: Lexicon & lexicography

Block B (13.00-14.00)

Section 1: Studies in ELF corpora

Section 2: Bilingualism & multilingualism

  • Gerardo Mazzaferro, University of Turin
    World Englishes in English as a foreign language (EFL) contexts: code-switching among Filipino immigrants in Turin (Italy)
  • Marcin Opacki, University of Warsaw
    Processing Constraints on Syntactic Movement: A Comparative Study of Polish L2 Learners of English and Polish-English Bilinguals

    • Abstract:

      From a logical standpoint, it is warranted to presuppose that learning an L2 which has a similar structure to one's L1 comes with a learning advantage.

      Be that as it may, recent studies provide evidence that questions the idea that learners always take advantage of typological proximity when learning an L2 (Ellis, 1994; Håkansson et al., 2002; Pienemann, 2005). By the same token, inquiry into the influence of typological distance on language learning suggests that learning a so-called "exotic" language is not as daunting a perspective as previously thought (Di Base and Kawaguchi, 2005).

      Given the above, and the existence of fixed acquisitional orders, one is liable to conjecture that the cause of success or failure in one's attempt to tame an L2 is predicated upon overcoming the structural complexities which are inherent not to entire languages but rather selected language features.

      Inspired by Leonard's (2000) recent insights into SLI, this study aimed to explore how native (bilingual) and non-native speakers process a typological feature that is considered complex, namely syntactic movement. The results show that differences in accuracy between non-native speakers and native bilinguals are negligible suggesting that L1 and L2 have to cope with similar processing constraints.

Section 3: Computer Mediated Communication (cont.)