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SLRF Program Schedule

DAY 1 THURSDAY, SEPTEMBER 22, 2016


8:00 am
1:00 pm
10:00 am 11:30 am
11:30 am 11:45 am
11:45 am 1:00 pm

Registration | Everett Lounge


Pre-Conference Workshop
If a jobs worth doing, its worth doing twice:
The science of L2 research replication
Graeme Porte | HM 150

Publisher Exhibit | Horace Mann 152

Coffee Break | HM 152


Pre-Conference Workshop (Contd)
If a jobs worth doing, its worth doing twice: The science
of L2 research replication
Graeme Porte | HM 150

Publisher Exhibit | Horace Mann 152

Session Overview

Friday

DAY 2 FRIDAY, SEPTEMBER 23, 2016


7:30 am 4:30 pm | Registration | Everett Lounge
Friday, September 23 , 2016 | 8:00-10:15 am | Concurrent Morning Sessions I

8:00 am 8:30 am

HM 150
Let's get social: SCT
and SFL as
complementary
theories for ISLA

Hilal Ergl
Loretta Fernandez,
Myriam AbdelMalek, Ida
Chavoshan,
& Sherri Korpella

8:35 am 9:05 am

9:10 am 9:40 am

9:45 am 10:15 am

HM 138
What teachers correct
in the EFL classroom:
A preliminary report

HM 140
Differential effects of
planning time, task
structure, and gender on
fluency, accuracy,
complexity, and lexical
density in L2 writing
Mahmoud Abdi
Tabari
& Ryan Nicklas

Examining the
effectiveness of
instructor feedback in
integrated L2 readingto-write tasks in the
content domain

The effects of task


complexity on learners'
L1 use in peer
Interaction

Hyun Jung Kim


& Ahyoung Alicia
Kim

Yumei Fan
& Jinfen Xu

Corrective feedback,
self-repair, and
repetition in videoconferencing oral
interactions
Ktia Regina
Monteiro
Focused and
unfocused written
feedback on the
linguistic structures in
the context of Russian
learning

Effects of task
complexity on ESL
students' argumentative
Writing

HM 142
L2 selves, emotions
and motivated
behaviors
Somayeh Tahmouresi
& Yasser Teimouri

Noriko Iwashita
& Claudia Vasquez

Shikun Li
The long-term
explanatory power of
motivational
constructs in
instructed second
language learning at
increasing proficiency
Ellen J. Serafini
Pathways to
proficiency
Megan C. Masters

Responding to
individual differences:
Differentiated
Instruction strategy
type in the K-16 world
language classroom
Elizabeth Goulette
& Angela George
Individual differences
in early language
learning: a study of
young learners of
French
Louise Courtney

Actionable
intelligence: A
dynamic approach to
L2 development for
U.S. service academy
cadets

Individual differences
in children's early
English acquisition in
China: internal and
external factors
He Sun

Elena Doludenko

HM 146
Providing video feedback to
teacher candidates:
Measurement of teacher
candidates' evolution of
teaching belief and SLA
specialized knowledge

Stephanie Schenck

Maria Pia
Gomez-Laich
Effects of planning time
on discoursal features
of task performance

HM 144
Exploring writing
approaches across
contexts in K-12 first
and second language
classes

Dustin Crowther
& Zachary F. Miller

The impact of instructor's


NS/NNS identity in error
recognition and corrective
feedback in L2 classrooms
Chloe H. Lee

Teacher individual
differences: A first look at
working memory, corrective
feedback, and interaction in
SCMC
Nicole Ziegler
& George Smith
French teachers' written
corrective feedback: How
does it vary across teaching
experience and learners'
error types?
Fatma Bouhlal
& Ahlem Ammar

Friday, September 23, 2016 | 8:00-10:15 am | Concurrent Morning Sessions II


ZB 406

8:00 am 8:30 am

8:35 am 9:05 am

9:10 am 9:40 am

Socio-cognitive
differences,
identity and
language
development:
Advanced
learners in a
short-term study
abroad program
Cristina Sanz,
Timothy
McCormick,
Janire Zalbidea,
Alexandra
Martin, Jorge
Mendez Seijas,
Cristi
Killingsworth,
Lara Brifonsky,
& Brandon
Tullock

HM 148
The effect of
instructional setting on
young learners' use of
their first language

HM 152
Immediate retrospective
report: A new way of
operationalizing
awareness

Maria Angeles
Hidalgo

Xijia Zhang

HM 431
Developmental
trajectories in L2 writing
strategy use:
Systematicity and
individuality

HM 432
The effects of instruction
on pragmatic routines:
corpus-searches by
learners vs corpus-based
materials by teachers

Miyuki Sasaki
& Atsushi Mizumoto

Kathleen BardoviHarlig, Sabrina


Mossman,
& Yunwen Su

Changes in the
complexity, accuracy,
and fluency of L2
Chinese writing during
study abroad

Verb frequency, semantic


centrality and utility in a
longitudinal written
corpus of adolescent ESL
learners

Yiran Xu

Ann Devitt, Deirdre


McGarry,
& Sen Devitt

Impromptu timedwriting and processbased timed-writing


exams: Comparing L2
learners' performance
and perceptions

Impact of the use of


corpus-informed materials
in an EFL course

Rebecca Sachs, Kimi


Nakatsukasa,
& Yuka Akiyama
Understanding the
young language
learner classroom:
Effects of weekly
instruction time in an
EFL setting
Karen Glaser,
Katharina Mller,
Claire Mueller,
& Anne Schrader
Assessing the
multiword knowledge
of English learners
and English proficient
students in U.S
schools

Validating a survey of
language use
questionnaire for L2
users immersed in the L1
Ricardo Augusto de
Souza, Marcus
Guilherme Pinto de
Faria Valadares,
Elizabeth do
Nascimento, & Juliane
Venturelli Silva Lima
Implementing quality
control measures for L2
pragmatics research: An
example of Chinese
requests-making
Shuai Li & Jing Wang

9:45 am 10:15 am

HM 424
Aptitude-treatment
interactions in feedback
processing: Individual
differences, cognitive
processes, and learning
under different
instructional conditions

Diane August
& Laura Wright
Social and
instructional
determinants of peer
interaction among
adolescent L2 Spanish
learners
Paul D. Toth, Kara
Moranski,
& Yohana Gil-Berrio

Aptitude in instructed
SLA
Catherine Doughty,
Medha Tare, Carrie
Bonilla, Martyn Clark,
Scott Jackson,
& Alison Tseng
Relationships between
cognitive aptitude and
learning outcomes in
reading and vocabulary
learning in L3
Ewa Golonka, Carrie
Bonilla, Alia Lancaster,
Medha Tare,
Martyn Clark,
& Scott Jackson

Intra-language: The
study of what does not
(necessarily) change in
second language
acquisition

Motivation, language
contact hours, and
behavioral and processing
changes during study
abroad

Stefano Rastelli

Mandy FarettaStutenberg
& Kara Morgan-Short

Rodrigo A. RodriguezFuentes

Virginia David
L1 use in the L2 writing
classroom: What does
research tell us?

How useful are corpus


linguistic tools for error
correction? Insights from
learner data

Shenika Harris
Natalia Dolgova
Jacobsen

Friday, September 23, 2016 | 8:00-10:15 am | Concurrent Morning Sessions III

8:00 am 8:30 am

8:35 am 9:05 am

9:10 am 9:40 am

9:45 am 10:15 am

TH 136
Interface
between second
language
acquisition and
assessment:
Validity
considerations
in measuring
second
language
speech
Luke Plonsky,
Kazuya Saito,
Becky Huang,
Katharina
Kley, Lin Gu,
& Ching-Ni
Hsieh

HM 436
Developing critical
literacy skills for
greater understanding
of English texts in
ISLA
Jennifer Cope

TH 323 A
The Impact of recasts on
the acquisition of lexical
stress in a computermediated environment

GDH 361
The relationship
between musical ear
and phonetic coding
ability

zgr Parlak
& Nicole Ziegler
Written corrective
feedback in naturalistic
synchronous and
asynchronous CMC

Jihye Shin
L2 learners' adaptation
to teacher accent

Enhancing L2 integrated
skills through technologymediated TBLT: Learners
perceptions on a mobileassisted English learning
task

Yasser Teimouri,
Alexandra Martin,
& Somayeh
Tahmouresi

Tzu-Hua Bailey Chen

Effects of study abroad:


A comparison of high
and low proficiency
Italian speakers

Feedback timing and the


acquisition of Spanish
vocabulary in
synchronous computermediated communication

Meredith D'Arienzo
& YouJin Kim

Carly HendersonContreras

GDH 457
Effects of L2-L1 pairs and
context on the retrieval of
word meanings

Chisato Kojima

Nobuya Itagakai,
Tomoyuki Watanabe,
& Wataru Suzuki
A comparative study of
two cognitive linguisticbased instructions of
phrasal verbs in an EFL
context

Bethany Schwartz

Testing the critical period


hypothesis in phonology
with speakers of nonIndo-European languages

Bridge between syllabic


and moraic languages:
Does gesture help
pronunciation learning?

Jenifer Larson-Hall &


Tao Chih Wen
Dialectal awareness:
Perception of variable
intonation by L2 Spanish
learners

Su Kyung Kim
Meaning-focused practice
tasks: Does the timing of
explicit information affect
development?

Takehiro Iizuka, Kimi


Nakatsukasa, Aaron
Braver
& Andrew Farley

Angela George

Philippa Bell

Creating L2 phonemic
categories with
language experience:
Phonological
representations in
Spanish and English

Input factors in L2 lexical


tone learning

Farah S. Akbar
Motivation to Study
Abroad, Length of Stay,
Sociocultural
Adaptation, and L2
Improvement of
International Students

GDH 365
Analyzing asymmetries in
the lexical encoding of L2
phonemic length

Farrah Neumann

Kate Riestenberg

Friday, September 23, 2016 | 8:00-10:15 am | Concurrent Morning Sessions IV

8:00 am 8:30 am

8:35 am 9:05 am

GDH 461
How relevant is SLA
research for the teaching
of tense and aspect?
Lloren Comajoan
Colom
Promising practices for
second language
acquisition in the STEM
classroom through written
summarization
Weier Ye

GDH 535
ERPs show processing
similarities of English subjectverb agreement violations in
native speakers and L1 Chinese
learners

GDH 539
Contributions of
morphological awareness
and word semantic
transparency to word
learning in L2 Chinese

Andrew Armstrong, Nyssa


Bulkes, & Darren Tanner

Tianxu Chen

Intermediate L2 learners'
processing of grammatical
gender varies according to
cognate status: An ERP study

Grammatical knowledge
without native-like online
processing routines:
Subject-verb agreement in
Chinese L2 learners of
English

Patricia Schempp, Carrie N.


Jackson,
& Janet van Hell

Zoe Schlueter, Shota


Momma, & Ellen Lau
It needs to be specific:
Contribution of semantic
information in L2 learners'
processing of English
relative clause structures

Stop overusing h in
Chinese: A pilot study
Dongdong Chen
9:10 am 9:40 am

Chie Nakamura
& Suzanne Flynn

9:45 am 10:15 am

Interaction and L2 English


speakers' morphosyntactic
pattern learning

Neural correlates of implicit


processes in second language
comprehension

Kim McDonough, Pavel


Trofimovich,
& Phung Dao

Laurent Dekydtspotter,
Charlene Gilbert, Kate
Miller, Mike Iverson, Tania
Leal, & Isaiah Innis

GDH 545
The incremental processing of
linguistic and non-linguistic
information in L2

GDH 547
Semantic priming of
polysemous word senses in
English L1 and L2
speakers

Hyunah Ahn
The effect of language use on
cross-language interaction in
German-Italian bilinguals

Stephen Skalicky
& Scott A. Crossley
Lexical frequency and the
lexical preference principle
among instructed learners
of second language French

Courtney Johnson Fowler


Claire Renaud
& Kate Miller
Attention to form and second
language comprehension: A
multi-site replication and
extension
Kara Morgan-Short, Emma
Marsden, Jeanne Heil,
Ronald P. Leow, Anna
Mikhaylova,Sylwia
Mikoajczak, Nina Moreno,
Pawe Szudarski,
& Roumyana Slabakov

10:15-10:30 am | Coffee Break | Everett Lounge & HM 152


10:30-11:00| Conference Opening | Cowin Auditorium
11:00-12:00 pm | Plenary Talk by Rod Ellis | Cowin Auditorium
Focus on form: Past and present
12:10-1:00 pm | Post Plenary Roundtable | Moderator: Ronald Leow | Milbank Chapel
1:00-2:00 pm | Lunch Break

Lexical tuning of short


words in a second language
Shusaku Kida
& Mitsuhiro Morita

Learning and consolidation


of novel concrete and
abstract words among
advanced second language
(L2) German speakers
Bianca Gavin, Carrie
Jackson, & Janet van
Hell

Friday, September 23, 2016 | 2:00 4:15 pm | Concurrent Afternoon Sessions I

2:00 pm 2:30 pm

HM 150
Thirty Years of
ISLA:
Learning,
instruction,
learning, and
outcome

HM 138
Differential effects of
different types of
corrective feedback on
second language speech
acquisition

HM 140
Effect of Task complexity
on Spanish speaking ESL
learners during peer
interaction
Constanza Pena

Andrew Lee
Eun Young
Kang, Sarah
Sok,
& ZhaoHong
Han
2:35 pm 3:05 pm

3:10 pm 3:40 pm

The effects of
written corrective
feedback during
collaborative writing:
Learning outcomes and
students' perceptions

Youngjoo Kim
& Juno Baik
Lexical complexity in L2
academic writing;
comparing task types
Paivi Pietila

Student trait versus


state willingness to
communicate in two
Spanish instructional
activities
Ashley Shaffe

YouJin Kim,
Bumyoung Choi,
Sanghee Kang,
Hyunae Yun,
& Binna Kim
Feedback on corrective
feedback in the second
language classroom:
ESL teachers AND
students respond
Cathryn Crosby

3:45 pm 4:15 pm

HM 142
Dynamics of
individual variation in
L2 production: A
structural equation
modeling approach

Learner engagement
with indirect written
corrective feedback:
Feedback efficacy and
learner strategies
Ok Yeon Kim
& Eun Sung Park

HM 144
Processing of Spanish
grammatical gender at
early stages: A
comparison between
child-L2 and adult-L2
learners
Begoa Arechabaleta
Regulez
The effects of gender on
negative feedback: A
comparison between ESL
and EFL child interaction
Agurtzane Azkarai,
Rhonda Oliver,
& Mara del Pilar
Garca Mayo

The emotional
constituents of group
flow in the ESL
classroom

Does type of CLIL


instruction influence
target language
outcomes?

Alireza
Sobhanmanesh

Eva Olsson
& Liss Kerstin Sylvn

Synthesising research
on L2 motivation: A
call for meta-analysis

CLIL research during 30


years and looking forward
Liss Kerstin

Takumi Aoyama

HM 146
L2 writing instruction
practices of TESOLtrained and non TESOLtrained teachers of EFL
writing
Jim McKinley
& Heath Rose
EFL teachers as agents of
change
Elif Burhan-Horasanli

Friday, September 23, 2016 | 2:00- 4:15 pm | Concurrent Afternoon Sessions II

2:00 pm 2:30 pm

2:35 pm 3:05 am

3:10 pm 3:40 pm

TH 136
The role of
tasks in
improving
learners'
affective
responses and
engagement in
performance
Craig
Lambert,
Jenefer Philp,
Sachiko
Nakao, Linh
Phung, Xuyan
Qiu, Yuen Yi
Lo, Scott
Aubrey,
Evgenia
Vassilaki, Eleni
Gana, Maria
Papadopoulou,
Roula Kitsiou,
George
Androulakis,
& Rod Ellis

HM 148
Hypertext versus
footnotes: Online
reading recall by
adolescent English
learners
Miriam Eisenstein
Ebsworth
& Chencen Cai
Development of
narrative cohesion in
first and second
language among young
learners
Yuko Goto Butler,
Yeting Liu, Heejin
Kim, & Katherine
Kang
Learning vocabulary in
the primary languages
classroom: The effects of
multimodal participation

Susan Gass, David


Crowther, Emma
Marsden, Luke
Plonsky,
& Patti Spinner
Implementing the
mutually adaptive
learning paradigm
and participatory arts
with indigenous loweducated English
learners
Andrea Lypka
Variables, variability,
and variation varying
over time
Marjolijn Verspoor

Rosamond Mitchell
& Sarah Rule

3:45 pm 4:15 pm

HM 152
A methodological
synthesis of judgment
tasks in second
language research

HM 424
L2 linguistic development
before, during and after a
nine-month sojourn:
Evidence from L2 French
and Spanish
Kevin McManus, Nicole
Tracy-Ventura,
& Rosamond Mitchell
L2 motivation in word and
grammatical gender
learning: An investigation
of linguistic selfconfidence

HM 431
Gains at higher levels of
L2 writing proficiency:
Linguistic complexity and
argument sophistication

HM 432
Comparing AWL
coverage in college level
written and spoken texts:
A corpus based study

Yaln ebnem
& Aylin nald

Huiyuan Luo, Xiaoli Yu


& Keith Folse

Measuring longitudinal
writing development: A
usage-based perspective

Phrasal complexity in
academic writing at the
university level

Kristopher Kyle
& Scott A. Crossley

Kadir Karakaya

The influence of semantic


opacity on prediction in
L1 and L2 language
comprehension

Second language users'


knowledge of the
introductory-IT
construction: Corpus and
psycholinguistic
evidence

Sarah Grey, Lisa Cox,


Michael Clucker, Neil
Shook, Conor West,
& Carrie N. Jackson
Interactions between input,
instruction, and learner
variables in learning L2
inflectional morphology:
An eye-tracking study
Hannelore Simoens
& Alex Housen

To what extent do L2
revision behaviors relate
to written text quality
and working memory
capacity?

Instructed and uninstructed


L2 learning: Differential
effects of cognitive
capacity and cognitive
style

Andrea Revesz, Marije


Michel, & Minjin Lee

Sarah Grey, Christine


Schoetensack, Kimberly
Bell, Padraic Monaghan,
& Patrick Rebuschat

Nyssa Bulkes, Kiel


Christianson,
& Darren Tanner
The Influence of oral
reading on Korean
language proficiency: A
case study

Sakol Suethanapornkul
Digging deep into
phrasal verbs: The
interface between
syntax, semantics and
interlanguage

Jihye Eo
Sandra C. Deshors

Friday, September 23, 2016 | 2:00-4:15 pm | Concurrent Afternoon Sessions III

2:00 pm 2:30 pm

2:35 pm 3:05 am

HM 436
Promoting
sociolinguistic
competence in
French L2
textbooks: A case of
missed
opportunities?
Suzie Beaulieu,
Johnson Bresnick,
Marie Duchemin,
Samuel Gagnon,
Stphanie
Levesque,
& Leila Ranta

TH 323 A
Talking tech: U.S.
foreign-language
students digital literacy
practices and the
connection with
language proficiency

GDH 361
Syntactic and length
constraints on
prosodic phrasing of
L2 speech
Mengtian Chen

Jeffrey Maloney

Russian students
identities in
statements of
purpose

Smartphones and
traditional face-to-face
English speaking
classes

Marina Lepekhova
& Natalya Watson

Adam Serag

GDH 365
Pronunciation of early
learned words in
intermediate L2
Spanish learners after
explicit phonetics
instruction

GDH 457
The effects of input and
output-based instruction on
the acquisition of Spanish
grammar

GDH 461
Using scaffolding to
facilitate interaction to
negotiate in class
Yuqi Cai

Claudia R. Fernndez

Alyssa Martoccio
& Devin Jenkins

Exploring the
effects of metacognitive instruction
and peer interaction
on learners' L2
pronunciation
awareness

Awareness of lexical
stress assignment in L2
German

The imperative of a
sociocognitive perspective
for L2 instruction

Mary Grantham
O'Brien

Paul D. Toth
& Kristin Davin

Usage-based model and


its successful
implementation in L2
instruction: One program
experience
Patricia Bayona,
Serafima Gettys,
& Rocio Rodriguez

George Smith
& Nicole Ziegler

3:10 pm 3:40 pm

Foreign language
tutoring: Participant
perceptions and
their organizational
representation
Snezhana
Zheltoukhova
An investigation of
learner cognition

3:45 pm 4:15 pm

MaryAnn
Chritison

Is video alone worth a


thousand words?
Effects of multimedia
e-book design on L2
English reading
comprehension
Tzu-Hua Bailey Chen
& Yeu-Ting Tony Liu

Perception, mimicry
and production of
Mandarin tones: An
empirical study of
computer-assisted
perceptual training
Chen Wu
& Shaoyan Qi
How Pinyin tone
formats and
character
orthography
influence Chinese
learners' tone
acquisition
Yufen Chang

Comparing ESL and


EFL test-takers'
performance on 'actual'
and 'authenticated' L2
listening test tasks
Elvis Wagner,
Yen-Fen Liao
& Santoi Wagner
L2 speaking
proficiency and its
correlates: A metaanalysis
Eun Hee Jeon,
Yo In'nami,
& Rie Koizumi

The effect of pre-task


modeling on LREs and
pair dynamics in an EFL
setting

The output fallacy: An


investigation into input,
noticing, and learners'
mechanisms

Janire Guerrero
& Mara del Pilar Garca
Mayo

Samantha Rix

Structured input and


structured output practice:
A study on the acquisition
of the English causative

The efficacy of
pragmatics-informed
instruction: A case of
teaching a Korean verb
ending 'ney

Alessandro Benati

Jiyoon Lee
& Jinyoung Choi

Friday, September 23, 2016 | 2:00 4:15 pm | Concurrent Afternoon Sessions IV

2:00 pm 2:30 pm

GDH 535
Psychoneurobiochemeducation (revisited), or could I
pop a pill for that L2?
Mark Patkowski

Responding to interactional
feedback: An fMRI study
2:35 pm 3:05 pm

3:10 pm 3:40 pm

3:45 pm 4:15 pm

GDH 539
Comparing the effects of noticing
and proceduralization on L2
grammar learning: A crosssectional study

Wataru Suzuki, Hyeonjeong


Jeong, Benjamin Thyreau, Ryo
Saito, Sachi K. Kikuchi, Takayuki
Nozawa, Motoaki Sugiura,
& Ryuta Kawashima

GDH 545
The acquisition of English
definite noun phrases: The case
of L1 Mandarin Chinese

GDH 547
Using native-speaker word
recognition norms to assess spoken
lexical proficiency in second
language learners

Shuo Feng
Irene Alonso-Aparicio, Raquel
Criado & Isabel AlonsoBelmonte
Exploring the role of bilingualism
in the development of L2
grammatical knowledge

Prominence shifts in second


language: Learning versus
unlearning

Cynthia Berger,
Scott Crossley,
& Kristopher Kyle
The acquisition of English aspects in
achievement verbs by Japanese
learners of English

Alicia Luque, Patrick Rebuschat


& Kara Morgan-Short

Jeffrey Klassen, Annie


Tremblay, Michael Wagner, &
Heather Goad

Tomohiko Shirahata, Kota


Mochizuki,
Koji Suda,
Hideki Yokota,
& Takako Kondo

The L2 acquisition of grammatical


gender: Lexical and agreement
errors

The use of English future


temporality: A case study of
Vietnamese learners of English

Collocation proficiency in advanced


L2 learners: Why is "aquatic life"
retrieved better than "rustic charm"?

Patti Spinner
& Rebecca Foote

Hong Thi Tuyet Vo


& Stefanus A Prima
Vocabulary learning strategies in
Chinese as a foreign language: A
cross-sectional study

Elena Mizrahi

Chiara Romagnoli

Friday, September 23, 2016 | 2:00 -4:15 pm | Poster Presentations | Everett Lounge

2:00 pm
4:15 pm

Testing the Interface Hypothesis with learners of Korean


Can music help learners to perceive the lexical stress of a foreign
language?
Language teachers perceptions of error correction: Why do they
correct in the way that they do?
Expanding teaching and learning experience beyond the classroom:
A service-learning case
A study of semantic transfer in Chinese learners use of English
concrete mass nouns
A longitudinal study on second language development in study abroad
context
Bilinguals vs. monolinguals in acceptability judgment tasks
Design, creation, and annotation of a multilevel Zapotec classroom
language corpus
Aspect vs. tense in L2 Japanese by Chinese-speaking children

Glenn Starr, Minhee Kim, & Joy Kwon


Pauline Degrave & Philippe Hiligsmann
Eman Alshammari
Jia Zhu
Chunling Ma
Zhongqi Shi & Jinghong Ning
Candido Samuel Fonseca de Oliveira
Kate Riestenberg
Makiko HIrakawa, Chuo University
& Kazunori Suzuki
Marnie Reed

A metacognitive approach to Second Language Learning:


Three mechanisms to convert declarative to procedural knowledge
Effects of vocabulary size and working memory capacity on
Yuree Noh & Miseon Lee
anticipatory sentence processing in L2 learners
Effects of Japanese students musical memory on English
Akiko Kondo
pronunciation skills
Effects of instruction and metalinguistic feedback on setting the article Jwahir Alzamil
choice parameter in L2 English
A longitudinal study on the impact of CLIL on teachers and
Susana Gmez
stakeholders
4:15 pm 4:30 pm | Coffee Break | Everett Lounge & HM 152
4:30 pm-5:30 pm | Plenary Talk by Roy Lyster | Cowin Auditorium
Making research on ISLA relevant for teacher practices
5:40 pm 6:30 pm | Post Plenary Roundtable | Moderator: Shawn Loewen | Milbank Chapel
6:30 pm 8:30 pm | Reception | Grace Dodge Dining Hall

Saturday

DAY 3

SATURDAY, SEPTEMBER 24, 2016

7:30 am 4:30 pm | Registration | Everett Lounge


Saturday, September 24, 2016 | 8:00 10:15 am | Concurrent Morning Sessions I

8:00 am
8:30 am

8:35 am
9:05 am

HM 150
Concept-based
instruction as
an approach to
instructed
second
language
acquisition

HM 138
Noticeability of
corrective feedback in
a three dimensional
virtual environment:
Does context matter?

Rie Tsujihara,
Daniel Jinguji,
Harumi
Maeda, & Amy
Snyder Ohta

Peer corrective
feedback for
vocabulary
development

Eva Kartchava &


Hossein Nassaji

Lieselotte Sippel

HM 140
Task repetition and
second language speech
processing
Craig Lambert, Judit
Kormos, & Danny
Minn
Learners' development
of mood alternation
abilities in written
guided production:
Collaboration and
metalanguage during a
text reconstruction task
Muriel Gallego

9:10 am
9:40 am

9:45 am
10:15 pm

Recast and elicitation:


The effectiveness of
corrective feedback on
Japanese language
learners

The effects of trait-based


and task-based
regulatory focus on L2
oral performance and
noticing of feedback

Kinji Ito &


Yuki Yoshimura

Yeji Han

The timing of orallyprovided corrective


feedback: A narrative
review of theory and
research
Paul Quinn

HM 142
An analysis of heritage
speaker writing
development over three
months of instruction
Lauren Miller

HM 144
Say W-APT?: The most
common ESL assessment you
never heard of
Kendall King &
Martha Bigelow

HM 146
Japanese language
teachers' perceptions
about written
vocabulary
instruction
Yoshiko Mori

Service-learning as an
ecological resource:
Providing learning
opportunities for L2
and heritage language
learners

Teacher's
motivational
strategies in an
ongoing Chinese as a
foreign language
classroom

Laura Walls & C.


Cecilia TocaimazaHatch

Xuehong He &
Wenjing Li

Charting the
development of
subjunctive production
in Spanish heritage
speakers and second
language learners

Native language assessment as a


precursor to second language
instruction
Jennifer Chard Hamano,
Christen N. Madsen II, &
Gita Martohardjono

Silvia Perez-Cortes
Vocabulary acquisition
and bridging to L1 with
young heritage speakers
Gretchen Sunderman,
Carla Wood, &
Estrella Rodriguez

The impact of reading modality


(reading while listening vs.
reading only) on reading
fluency and comprehension in
English as a foreign language:
The case of children
ngels Llanes, Elsa Tragant,
& Raquel Serrano

Saturday, September 24, 2016 | 8:00 10:15 am | Concurrent Morning Sessions II

8:00 am
8:30 am

TH 136
Re-assessing
type and
amount of
exposure in
form-focused
instruction

HM 148
Mixed emotions: The
interplay of incidental
instruction and affect
in L2 acquisition
Zachary F. Miller

HM 424
Examining L2 literacy
development among
adult Chinese EFL
learners: Readingwriting connections,
levels of Instruction, and
self-assessment (SA)

HM 431
The Effects of
proficiency, length of
residence, and
interaction on implied
meaning
comprehension

HM 432
The L2 development of
dialect-specific present
perfect variation in
Spanish during study
abroad
Bret Linford

HM 436
A dialogic analysis of
instructor-student
interactions in L2
writing conferences
Antonio Causarano &
Pein-Causarano

Aysenur Sagdic

8:35 am
9:05 am

Leslie Piggott,
Audrey
RousseMalpat, Wim
Gombert, Sible
Andringa,
Katharin
Schultz, Rick
de Graaff, &
Marjolijn
Verspoor

Huan Liu, Cindy


Brantmeier, &
Michael Strube
Syntactic parsing as
learning: Short-term
memory for L1 and L2
syntactic units
Katya Solovyeva &
Robert DeKeyser

The relative role of


vocabulary and
grammatical knowledge
in reading
comprehension: A
systematic literature
review

The development of
requests by L2 learners
of Arabic: A crosssectional study

Dialogue journals in
short-term study abroad:
A new take on the triedand-true

L2 classroom
motivation: A laughing
matter

Khaled Al Masaeed

Roswita Dressler & M.


Gregory Tweedie

Did you get my


message?
Communicative cost of
texting in a nondominant language

Mediating language
acquisition: The role of
peer interaction in dual
language classrooms

The organization of
repair and language
search: A case of Persian
language

Jennifer Gisi Himmel

Parvaneh Rezaee

Perceptual processing of
orthography in
monoscriptal and
biscriptal readers of
Arabic and English

Identity projection in
Colombian EAP students'
oral presentations: from
language learners to
proud scholars

Exploring the use of


"however" in
argumentative
compositions by Chinese
ESL learners: A usagebased approach

Robert W. Wiley &


Brenda Rapp

Ricardo A. Nausa
Triana

Abby Dobs

Yunjeong Choi &


Dongbo Zhang

9:10 am
9:40 am

Working memory
effects on grammatical
gender agreement
within and across
clause boundaries in
L2 French

An eye tracking study on


automatic skipping of
the article The in L2
reading
Chi Yui Leung

Michelle A.
McSweeney

Stephanie Ct

9:45 am
10:15 pm

Yelin Zhao

Saturday, September 24, 2016 | 8:00 10:15 am | Concurrent Morning Sessions III
8:00 am
8:30 am

8:35 am
8:00 am
9:05 am
8:30 am

8:35 am
9:10 am
9:05 am
9:40 am

9:10 am
9:40 am
9:45 am
10:15 pm
9:45 am 10:15 pm

TH 229
TH 323A
HM152
GDH 361
GDH 365
GDH 457
New trends in
Degree of form-meaning
The validation of an
An investigation of
Please 'think aloud':
Effects of explicit
Spanish
association and prior
interest
high-variability
Tapping into tertiary
instruction on article
instructed
knowledge on vocabulary
measurement:
phonetic training for
learners' listening
acquisition in second
SLA: From
learning in digital game-based
Understanding the
French nasal vowel
strategies
language Spanish
lexis and
learning
learner experience
learning
grammar to
Tasnima Aktar
Alice Krause &
Saturday,Jie
September
24, 2016
| 8:00 Andrew
10:15Thompson,
am | Concurrent
technology
Chi Yang, Bengao
Huang,
Yakov Morning
Kronrod &Sessions IV
Dora B. Ramirez
and neuro-GDH 461
& Meng-ying Daphne Lin GDH 535
Aaron Gibson, &
Daniel
Swingley
GDH 539
GDH 545
didactics
Zelinda Sherlock
Processing L2 Chinese: A review
Eye-tracking reveals study
Unaccusative/unergative
Interactions between input
of current findings and the
abroad benefits on L2
distinction and floating
enhancement and attentional
Keyboarding and vocabulary
The validity of
Study abroad and
The relative significance of
The effects of explicit
implications
for
classroom
input
morphosyntactic
processing
quantifiers
in
L2
Japanese
processing in L2 word
Mar Galindo,
acquisition in L2 French
pronunciation
the acquisition of
syntactic knowledge and
instruction on derivational
learning
Leyre design
measures: Relative
phonetics and
vocabulary knowledge in
suffixes for Japanese adult
Nuria
Sagarra,
Cristina
Kazunori
Suzuki,
Alejaldre,
Jessica L. Sturm
impact of the task on
phonology: A
second language listening
L2 learners of English
Zhiyin Renee Dong
Sanz, & Nicole Rodriguez
Yin shi Jiang, &
Phillip Hamrick, Ryan
Maria
learners'
systematic narrative
comprehension
Yahiro Hirakawa
Miller, & Christopher Was
Mendez
pronunciation
review
Tomoko Tamura,
Training
new
processing
Nonlinear
relationships
between
Does
typological
similarity
A
longitudinal
exploration
of Tomohiko Shirahata,
Santos, Reyes
Payman Vafaee
&
routines
for interrogative syntax
L2 English articleAlyssa
processing
and & matter?
Evidence
from
variable
future-time
LlopisKermad
Megan
Solon
&
Yuichi Suzuki
Koji Suda, Hideki
(or,
do
you
want
to
know
what
is
L2
proficiency:
An
eye-tracking
differential
object
marking
expression
in
L2 Spanish Yokota, & Takako Kondo
Garcia, &
Okim Kang
Avizia Y. Long
this paper about?)
study
in Brazilian
Mercedes
Portuguese/Spanish
PerezTranslanguaging: Using
Recurring themes in
L2 pronunciation:
Individuals in the Chinese
A reexamination of
Emma Marsden, Alice
Junko Tanaka
bilinguals
Matthew Kanwit
Serrano
technology enhanced
second language
Distinguishing
EFL classroom: The
meta-analyses of explicit
Cruickshank, &
environments to develop
processing research
features of rhythm in
relationship between selfgrammar teaching
Leah Roberts
Alejandro Cuza, Julio
multilingual competence
learner speech at
Assessment, affect,
research from
Cesar Lopez Otero, & Jian
Nan Jiang
different proficiency
speaking, and listening
pedagogical perspectives
Jiao
Rhonda Oliver &
levels
Bich Nguyen
Haley Dolosic, Wei-Chieh
Yoichi Watari &
Preparing learners for study
Learning the causative
Implicit
and explicit
Learner
chunks
in second
Evelina
Galaczi,
Fang,
Cindy
Brantmeier,
Lisa Mizushima
abroad: The effects of explicit
construction in French: An eyeknowledge
of Post,
adjective
Brechtje
Aike
&language
Michaelacquisition
J Strube
instruction to enhance spoken
tracking study
ordering
in L2
Li,restrictions
Fiona Barker,
requests
English
Timothy Hall
& Elaine Schmidt
Wynne Wong &
SBATEYL.org A virtual space
Rethinking ISLA
Acquisition of L2
Aural processing in L2
Make new friends but
Nicola Halenko
Kiwako Ito
David Stringer
for effective primary school
qualitative research
tone contrasts: The
Spanish: Connecting
keep the old: L2 learning
Salience and second language
Subjunctive emergence in L2
Theeffect
effectofoficonic
genderDoes audiovisual
FL teacher training
tone
speech-decoding
abilities,
through comparisons
acquisition: Physical form,
learners: Irregular
morphology
marking
transparency
and
contextualization
of L2
Peter
I.
De
Costa,
marks
listening
comprehension,
with
known languages
Rita Calabrese,
Katherine
learner attention
and
and theE.enhancement
of
shared gender translation
idioms
enhance
students
Lorena
Valmori,
&
speech
rate,
and
L2
Olcay
instructionalRusso,
focus Hande Uysal,
stimulus
saliency andIna
novelty
in L1 Italian,
Spanish comprehension
and retention? Caroline Dault &
Choi
YanL2
Chen
proficiency
Sert, Asuman Asik, Isabel
learners
Laura Collins
Alonso, Maria
Fernandez
Myrna Cintron-Valentin
&
Muriel Gallego & Rebecca
Monica
Karlsson
Almitra
Medina,
Sridhar
Aguero, Mihaela Brumen, & Pozzi
Nick Ellis
Eider EtxebarriaKrishnamurti, &
Toma Zupani
Zuluaga
Gilda Socarrs
10:15 10:30 am | Coffee Break | Everett Lounge & HM 152
10:30 11:30 am | Plenary Talk by Heidi Byrnes | Cowin Auditorium
Reflections on practicing, researching, and theorizing language studies and back: The potential of curricular thinking
11:40 am 12:30 pm | Post Plenary Roundtable | Moderator: Hossein Nassaji | Milbank Chapel
12:30 2:00 pm | Lunch Break

Saturday, September 24, 2016 | 2:00 4:15 pm | Concurrent Afternoon Sessions I

2:00 pm
2:30 pm

2:35 pm
3:05 pm

3:10 pm
3:40 pm

HM 150
Profiling the
Complex
Dynamic
Systems of
learner
language: A
combination of
cognitive,
social, and
cultural
perspectives
Farah Akbar,
Yuan-Yuan
Meng Natalia
Saez, Yan Li,
& George
Hicks

HM 138
The efficacy of a
model text as an
alternative form of
feedback
Jeongeun Jessie Kim
& Eun Sung Park
Teacher commentary
on L2 writing: When
do students attend to
comments?
Hedy McGarrell

Hsiu-Chen Hsu
Task complexity and L2
learners' pragmatic
development
Zohreh R. Eslami &
Yunkeyong Choic

HM 142
Heritage speakers
processing of thematic
roles in Korean:
Evidence from ERPs

HM 144
Oral languaging: Effects
of learner proficiency
level and target type

HM 146
How teachers manipulate
prosodic cues in the FL
Spanish classroom

Ahlem Ammar &


Hanene Melki

Emily Kuder

Child EFL interaction:


Age, instructional setting
and development

Secondary science
teachers and L2 writing
instruction
Shim Lew

Melissa Bowles

Ainara Imaz Agirre,


Maria del Pilar, &
Garcia Mayo

Sun-Young Lee,
&Haegwon Jeong
How effective are
processing instruction
and structured input for
classroom heritage
language development?

Understanding
cognitive processes
triggered by prompts

The effectiveness of
processing instruction: A
meta-analysis

Compliment responses
among Spanish heritage
speakers

Task repetition and its


impact on EFL children's
pair dynamics

Megumi Fujio &


Roy Lyster

Michael J. Leeser

Monica de la Fuente
Iglesias

Mara del Pilar Garca


Mayo & Ainara Imaz
Agirre

In the face of fallible


AWE feedback: How
do students respond?
3:45 pm
4:15 pm

HM 140
The combined effect of
task repetition and posttask transcribing on L2
speaking complexity,
accuracy, and fluency

Lifang Bai &


Guangwei Hu

Heritage child
grammatical production
in the L1 and L2: KDG
and Grade 1
Kristina Bustamente,
Estrella Rodriguez,
Carla Wood, &
Gretchen Sunderman

Saturday, September 24, 2016 | 2:00 4:15 pm | Concurrent Afternoon Sessions II

2:00 pm
2:30 pm

TH 136
ISLA: How
implicit or how
explicit should
it be?
Theoretical,
empirical, and
curricular/pedag
ogical issues
Organizer:
Ronald P.
Leow;

2:35 pm
3:05 pm

3:10 pm
3:40 pm

3:45 pm
4:15 pm

Presenters:
Celia Chomn
Zamora,
Goretti Prieto
Botana, Robert
DeKeyser, Luis
Cerezo, Allison
Caras

HM 148

HM 424
Lower and higher-level
processing skills in L2
Chinese reading
comprehension

HM 431
Subordination:
Exploring how L1
and L2 speakers talk
around difficult
topics

Wei-Li Hsu

HM 432
Stylistic alignment in
natural conversation
involving L2 speakers
YeonJoo Jung &
Scott A. Crossley

Stphanie
Lapointe, Suzie
Beaulieu, &
Leif French
Examining second
language practice
through a different
lens: An eye-tracking
study

The correlation between


the reading strategies and
the reading
comprehension in English:
A quantitative study

Bernard Issa &


Kara Morgan-Short

Norma Floreas
Gonzlez & Efigenia
Flores Gonzlez

Memory and attention


in L2 vocabulary
learning through
captioned video

Deconstructing text to
construct meaning:
Advanced English
language learners in a
reading course

Gilabert, R., Mora,


Joan C., Munoz, C.,
Gesa, F.

Natalya Watson

The impact of student


initial investment on
learner identity and
teacher and peer
relationships

The role of prosody in


adult ESL reading
comprehension:
Evidence from case
studies

Katie Clarkson

Shoba Bandi-Rao

Critical dialogues and


pedagogy to negotiate
identity in SLA Sung
Kyung Ahn

HM 436
L1 discoursal
transfer: A
variationist analysis
on Japanese
speakers' past tense
variation in English

TH 323A
Multimedia glossing
and vocabulary
learning: A mixed
methods research
examining word
retention

Yoonjee Hong

Nasrin Ramezanali
& Farahnaz Faez

Ultimate attainment
at the syntaxdiscourse interface:
The acquisition of
object movement in

Learning from
scratch using
MALL: Duolingo
and Turkish

Dutch Liz Smeets

Projection of identity
in student
presentations: A
teachable moment
Alla Zareva

Topic prominence in
typological
interlanguage:
Development of
Chinese students'
English
Lianrui Yang &
Shaopeng Li

The foreign language


uncertainty effect in
moral decision
making: Data from
Turkey
Catherine CaldwellHarris, Sevil
Hocaolu, & Ayse
Aycicegi-Dinn

Cross-linguistic
variation in the
encoding of
complex motion
events: Evidence
from Korean EFL
learners
Hae In Park

Shawn Loewen,
Dustin Crowther,
Dan Isbell, Kathy
MinHye Kim, Jeffrey
Maloney, Zachary
Miller, & Hima
Rawal

Saturday, September 24, 2016 | 2:00 4:15 pm | Concurrent Afternoon Sessions III

2:00 pm
2:30 pm

GDH 361
Determinant
processing factors of
English sound
perception by
Japanese Englishlanguage learners
during contents
shadowing
Hiroshi Nakanishi

GDH 365
Effects of two-way
immersion instruction
on accent,
comprehensibility,
and voice onset time
(VOT)

GDH 457
Metacognitive
instruction for
academic listening
Valeriia
Bogorevich

Tetsuo Harada &


Asako HayashiTakakura

GDH 461
When complex
thinking gets messy:
French learners
explaining past
participle agreement
in the pass compos

GDH 535

Amy Clay

GDH 539
Processing
(In)efficiency in
the second
language:
Experience and
cognitive effects on
morphosyntactic
integration and
anticipation

GDH 545
The more the merrier:
Multimodality input in
vocabulary learning for
foreign language learners
Emily Fen Kam

Crystal Marull

2:35 pm
3:05 pm

3:10 pm
3:40 pm

3:45 pm
4:15 pm

Identification and
discrimination of
tone by L2 learners
of Mandarin
Wenyi Ling, Amy
Schafer, &
Theres Grter

Speaker variability and


explicit awareness of
novel speech cues
modulate word
recognition in an L2

Replication and
expansion: Activity
type in processing
instruction's
structured input

Noun phrase
modification in
Swedish L2 learners
of English
Christer Geisler &
Christine Johansson

Grammar learning
strategies:
Reported use,
learning outcomes
and the mediating
effect of beliefs

Processing
differences
between attributive
and predicative
Russian gender
agreement

Mirosaw Pawlak

Veronika Trotter
Word order,
context, and
grammatical
gender: How
processing burden
affects
performance

Seth Wiener,
Kiwako Ito, & Shari
R. Speer

Erin Diaz

Bilingual sensitivity
to sound
correspondences in
cognate production

Exploring expert
raters' and ESL
learners' perceptions
of speech fluency

The cognitive effects


of learning Chinese
numeral classifiers
using a multisensory
approach

Spanish L2
Learners show
English-specific
syntactic category
expectation

Sarah O'Neill

Kent Williams

Should teachers use


form-focused
instruction to
improve vocabulary
learning in French as
a second language?
Farzin Gazerani,
Ahlem Ammar, &
Isabelle
Montesinos-Gelet

Yee Pin Tio &


Usha Lakshmanan

Guadalupe de los
Santos & Julie
Boland

Longitudinal study
of international
teaching assistants
focus prosody
Sophia Kao, Jiwon
Hwang, Hyunah
Baek, Chikako
Takahashi, &
Ellen Broselow

The constructs of L2
Chinese lexical
proficiency and its
relevance to L2
Chinese speaking

Suzanne A.
Johnston

Effects of sematic
mapping strategy on
the vocabulary
knowledge and
writing performance
of EFL learners

Non-native
processing of
Spanish whquestions with
obligatory case
marking

Ezgi Aydemir &


Derin Atay

Jill Jegerski, Irina


Sekerina, & Sara
Fernandez
Cuenca

Jianling Liao

Bilingualism Effects on L1
Representation and
Processing of Argument
Structure
Cndido Samuel Fonseca
de Oliveira, Ricardo
Augusto de Souza, &
Fernando Luiz Pereira de
Oliveira
Assessing IEP students'
vocabulary size and growth:
Evidence from a revised
vocabulary size test
Jennifer Brooke, Aaron
Ohlrogge, Larry Zwier,
Dan Reed, & Aline
Godfroid

2:00 pm
4:15 pm

Saturday, September 24, 2016 | 2:00 4:15 pm | Poster Presentations | Everett Lounge
Second language bilingual/ESL pre-service teachers' linguistic competence
Hsiao-ping Wu
development
The influence of developmental changes of learner beliefs on L2 self-concept: A case Akira Nakayama, Sarah Faherty, Glenn
study
Magee,& Hiroki Yoshida
English speakers prefer OV to SV, Japanese speakers prefer SV to OV
Shinichi Shoji
Task-based L2 interaction via synchronous computer-mediated communication: A
Tzu-Hua Bailey Chen
research synthesis
Expressions of viewpoint made by English-speaking learners of Japanese
Noriko Yabuki-Soh
Adults' L2 acquisition of tense and agreement: Missing surface inflection hypothesis
Cristopher B. Font-Santiago & Hadis
or impaired representation hypothesis
Ghaedi
Korean secondary interlanguage learners? Acquisition and use of English datives
Gyu-ho Shin
centred upon cognitive endeavour
Dynamic longitudinal development: The effects of changing motivation and
Elizabeth Hepford
immersion on complexity, accuracy and fluency
How L2 words activate meaning: Evidence from false memory tasks
Juliet Huynh & Naoko Witzel
An investigation on typical phonetic errors in Chinese EFL Students' oral English
Jie Xiaoping
production
Creative writing challenges: Kenneth Koch's poetry writing instruction in Japanese
Yuka Urushibata
high school EFL classrooms
Change in lexical conceptual system: An examination of adult Korean-English
HyeYeon Kim
bilinguals
The acquisition of English definite noun phrases: The case of L1 Mandarin Chinese
Shuo Feng
Effects of corrective feedback and individual differences on the L2 acquisition of
Seth Goss
Japanese lexical accent
4:15 pm 4:30 pm | Coffee Break | Everett Lounge & HM 152
4:30 pm 5:40 pm | Closing & Plenary Talk by Michael Long | Cowin Auditorium
ISLA: Methodological issues and some major research questions
6:00 pm 6:50 pm | Post Plenary Roundtable | Moderator: Susan Gass | Milbank Chapel

DAY 4 SUNDAY, SEPTEMBER 25, 2016


8:00 am
1:00 pm
10:00 am
11:30 am
11:30 am
11:45 am
11:45 am
1:00 pm

Sunday

Registration | Everett Lounge


Post-Conference Workshop
Applying meta-analysis in instructed L2 research
Luke Plonsky | HM 150

Publisher Exhibit | Horace Mann 152

Coffee Break | HM 152


Post-Conference Workshop (Contd)
Applying meta-analysis in instructed L2 research
Luke Plonsky | HM 150

Publisher Exhibit | Horace Mann 152