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Date(s) - Jun 1, 2017

Université de Perpignan

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Input is crucial in second language acquisition (SLA); without it, acquisition cannot take place. Input implies contact, i.e. how learner and language come together. Study of contact with the target language in the context of immersion can focus on quantity (e.g. time spent in immersion, number of interactions, etc.) just as it can focus on quality (e.g. type or importance of interactions, themes, activities, etc.). Research has shown that time spent in the target language community is basically beneficial for SLA. But just how far can we delve into the qualitative aspects? While network modelling programmes can be used to map how different actors relate to one another, and how this in turn can be correlated with mastery of particular features, understanding what different types of contact actually bring about in terms of acquisition requires further thought.

The purpose of this meeting is to discuss qualitative issues pertaining to social networks analysis for the study of second language acquisition, with particular attention paid to work on language practices within contexts beyond the traditional remit of SLA. Participants will be invited to work specifically towards looking at ways of relating the development of language mastery to particular activities, contexts and types of usage. An intended outcome of the meeting is the initiation of small-scale collaborative research focusing on particular areas and methods of investigation.

Pre-meeting task: getting to know each other. Please provide a brief description of your research profile and state why you are interested in contributing to WG3. What do you hope to get out of your involvement in the WG and what will your contribution bring? Click here to contribute. Please ensure you complete this before the meeting.

Recommended reading:

Mitchell, R., N. Tracy-Ventura & K. McManus, 2015, Social interaction, identity and language learning during residence abroad, Eurosla Monographs series 4 (in particular, chapters 2, 7, 8, 10, 11, 12 and 13) <http://www.eurosla.org/monographs/EM04/EM04tot.pdf>

The meeting should provide the opportunity for an online collaborative bibliography to arise: click here to contribute. An online folder will be created to enable sharing of PDF files.



Building F2, ground floor meeting room. See campus plan here.

9.00 – 9.30. Breaking the ice: who are we, where do we come from?

9.30 – 10.30. Getting started: define what social networks are (should be?), and how we might study their impact on language use, mastery and SLA.

10.30 – 11.00. Coffee

11.00 – 12.00. Existing research: what do specialists say or do, from a sociological/sociolinguistic point of view, from an SLA point of view, and from other points of view? How do the answers complement or differ from those to the previous question?

12.00 – 14.00. Lunch with the following question in our minds: what are the things we want (need?) to know, and how could we investigate these? How can we benefit from the multi-disciplinary richness inherent in SAREP?

14.00 – 15.30. Getting stuck in: what are the things we want (need?) to know, and how could we investigate these? How can we benefit from the multi-disciplinary richness inherent in SAREP? Starting from the point of view of the researcher (first group) and starting from the point of view of the language user (second group).

15.30 – 16.00. Coffee

16.00 – 17.30. Research: working with a group of migrant/sojourner-learners, what can we use to assess the impact of social activity in terms of monitoring language mastery or development? How and why would certain types of activities and language use be more beneficial? And, more importantly, how might we study (and account for) these?

17.30 – 18.00. Debriefing: what have we achieved and what is our next step as a working group?

20.00. Evening meal (not supplied by organisers: to be arranged according to numbers and the weather forecast!)



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