Preliminary programme for EuroSLA 29, Lund, Sweden, Aug. 28-31, 2019EUROSLA 29 PROGRAMME OVERVIEW
Time8.30 –
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Wed Aug. 28, 2019
Registration

Thu Aug. 29, 2019
Registration

Fri Aug. 30, 2019
Registration

Sat. Aug. 31, 2019

Doctoral Workshops #1

Conference opening
Plenary #1

Plenary #3

Parallel Sessions #7

Coffee BreakDoctoral Workshops #2

Parallel Sessions #4
Parallel Sessions #1
Break
Plenary #4

Lunch

Lunch
Lunch
Conference closing

Language Learning Roundtable
Parallel Sessions #2

Parallel Sessions #5

Coffee BreakCoffee BreakParallel Sessions #3

Parallel Sessions #6

Coffee Break
Language Learning Roundtable17.30 –
17.45 –
18.00 –

– 9.45– 10.00– 10.15– 10.30– 10.45– 11.00– 11.15– 11.30– 11.45– 12.00– 12.15– 12.30– 12.45– 13.00– 13.15– 13.30– 13.45– 14.00– 14.15– 14.30– 14.45– 15.00– 15.15– 15.30– 15.45– 16.00

Break
EuroSLA Distinguished Scholar Award
Plenary #2
Break
EuroSLA Annual General Meeting
Student Stipend Award

17.00 –
17.15 –

18.45 –
19.00 –
19.15 –

Coffee BreakParallel Sessions #8

Coffee BreakDoctoral Workshops #3

16.15 –
16.30 –
16.45 –

18.15 –
18.30 –

Coffee Break
Poster Session #1

Coffee Break
Poster Session #2– 8.30– 8.45– 9.00– 9.15– 9.30EuroSLA Executive Committee Meeting– 16.15– 16.30– 16.45– 17.00– 17.15– 17.30– 17.45– 18.00– 18.15– 18.30

ClosedWelcome Reception University Aula

Conference Dinner Skissernas museum– 18.45– 19.00– 19.15

19.30 –
19.45 –

– 19.30– 19.45

20.00 –
20.15 –
Time

– 20.00– 20.15

Preliminary programme for EuroSLA 29, Lund, Sweden, Aug. 28-31, 2019

Wed Aug. 28, 2019

TimeRegistration

8.30 –9.00

Doctoral Workshops

9.00-12.30
9.00 – 9.30

9.30 – 10.00

10.00 – 10:15
10.15 – 10.45

10.45 – 11.15

11.15 – 11.30
11.30 – 12.00

12.00 – 12.30

Session 1 Room B240
Session 2 Room B237
Carlos Andres Rico Castillo Variability andJeanne McGill* Do words matter? Howcomplexification in L2 writing development: A longitudinal lexical input can influence syntax in L3
case study
SwedishSession 3 Room B251
Session 4 Room B339
Alexandra Schurz From classroom Andreas Bengtsson Language learning
to home: Blurred borders between
and usage outside of the classroom: A
these learning environments and the longitudinal investigation of the connection
impact on implicit and explicit
between extramural activities andgrammatical knowledge
proficiency
Discussant:Discussant:Discussant:Discussant:Clara Palm Discourses of second language writing
Anika Lloyd-Smith Perceived accent in early Mara van der Ploeg Implicit andJasmine Bylund Languages, attitudes andwithin the Swedish adult education
bilinguals speaking L3 English: What drives
explicit language learning in seniors: a identity -Exploring young learners’
transfer from the heritage language?
new methodology and someengagement in out-of-school language use
preliminary findings
Discussant:Discussant:Discussant:Discussant:Coffee BreakNathan Vandeweerd Phraseological complexity in oral Francesco Vallerossa Tense-aspect
Aaricia Ponnet Case marking by
Sarah Sturm Language learning strategies
and written L2 Frenchdevelopment among Swedish learners of
Dutch- and English-speaking learners and multilingualism in primary English as a
Italian L3of Hindi
Foreign Language learning
Discussant:Discussant:Discussant:Discussant:Kyra Hanekamp,Sible Andringa,Josje
Marcus Warnby Exploring the Swedish and English
Kirsi Leskinen Adult L2 Finnish leaners’
Hilary Walton Acquisition ofpassive academic vocabulary of upper secondarysocialization into academic language andparticular phonetic features in French Verhagen,Folkert Kuiken Teachers'
students
literacy practices
Immersion speech: Does social group interactional strategies in early foreign
language learning
play a role?
Discussant:Discussant:Discussant:Discussant:Coffee Break
Darlene Keydeniers, Suzanne Aalberse,
Marion Coumel*, Katherine Messenger, Ema Ushioda Matthew Pattemore Elaborative feedback in Valeria Galimberti, Joan C. Mora,
Roger Gilabert L2 pronunciation
Sible Andringa The effects of early English
Individual differences in second language learning via
L2 reading games
learning with enhanced input from TV foreign language teaching on the acquisition
syntactic priming: examining the effect of proficiency,
series: An eye-tracking studyof the Dutch prepositional system
attention and motivation
Discussant:Teresa Quesada,Cristóbal Lozano The acquisition ofreferring expressions in L1 Spanish–L2 English and L1
English–L2 Spanish adult learners: combining corpus
and experimental methods

Discussant:Judit Serra* The development of reading
skills in a second language throughgamification: the role of adaptivity

Discussant:Angela Patarroyo*, Holger Hopp L2
predictive processing of reference
resolution in noisy conditions

Discussant:Discussant:Discussant:Discussant:Discussant:Francisco Miguel Valada The effects of
instruction on the acquisition ofphonological distinctions in a second
language: the case of Portuguese

12.30 –13.30

Lunch

Language Learning Roundtable Room Aula

13.30-17.45

Marianne Gullberg & Jonas Granfeldt Introduction
Film: Migration and SLA - Real life stories
Martha Young-Scholten Non-literate adults’ L2 competence
Sandra Benazzo The Basic Variety: is it a stage limited/related to a specific learner population?
Lourdes Ortega Discussion

13.30 –
13.4013.5014.15 –14.40 –
15.15 –
15.45 –
15.55 –
16.20 –
16.45 –
17.10 –17.45

Coffee BreakMarie Källkvist Introduction
Natalia Ganuza The impact of heritage language instruction on students’ language and literacy development: The Swedish caseMartha Bigelow
Jasone Cenoz Translanguaging and SLA: minority and heritage languages
Kenneth Hyltenstam Discussion* recipient of EuroSLA student stipend

Preliminary programme for EuroSLA 29, Lund, Sweden, Aug. 28-31, 2019

Thu Aug. 29, 2019

TimeRegistration
Conference Opening

8.30 -9.00
9.00 -9.15

Plenary#1 Room AulaKrister Schönström – Sign Languages and Second Language Acquisition Research

9.15-10.15
9.30–10.00

Coffee Break
Poster Session #1 (Posters 1.1-1.20)
1.11
Sandra Isabella Parhammer, Barbara Hinger, Sonja Rossi
Selective attention and its role in auditory foreign language
processing: An EEG study

10.00–10:15
10.15–11.45

1.1.

1.2

Handan Lu Exploring print and screen reading differences for 1.12
L1- and L2- English speaking university studentsŠárka Šimáčková, Václav Jonáš Podlipský Discriminating
variable stress patterns in L2: Influence of the native language
and L2 vocabulary size

1.3.

Siyang Zhou “You just picked it up”: The influence of informal 1.13
language contact on the phrasal verb knowledge ofinternational students in the UK

Miho Mano, Yuko Yoshinari, Kiyoko Eguchi, Yo Matsumoto
Difficulty acquiring Medial Path expressions for L2 learners:
An experimental study on motion events with various Paths

1.4

Carles Fuster Lexical transfer as a strategy in multilingual
school learners of Spanish

1.14

1.5

Jingyi Zhang, Katsuo Tamaoka, Yuko Katsukawa Mandarin
Chinese tonal perception and production by native Japanese
speakers

1.15

Midori Tanimura, Koichiro Nakamoto, Etsuko Yoshida How
analogy and metaphor are used in interaction: Comparing
visible and nonvisible conditions of learners’ task-based
corpusNicole Busby Acquiring L2 English vocabulary – are hobbies
getting students through university?

1.6

1.16
Sabine Gosselke Berthelsen, Merle Horne, Yury Shtyrov
Mikael Roll Beginner second language learners’ processing of
non-native, morphosyntactic tone

Sharareh Rahbari, Eliane Lorenz, Peter Siemund Lexical
diversity and lexical transfer in a longitudinal English learnercorpus1.7

Lars Bokander Predictive validity of the LLAMA language
aptitude tests in a group of mixed L1 beginner learners of
Swedish

1.17

Nicole Gallagher Investigating the usefulness of diagnostic
tests of English reading for Japanese learners

1.8

Chloe Marshall, Thomas Spargo, Marianne Gullberg SLA in
the visual modality: Can non-signers learn the meaning ofsigns at first exposure?

1.18

Ayako Hirano, Hirokazu Yokokawa Effects of experiencebased learning on Japanese L2 learners’ relative clauseprocessing: Evidence from self-paced reading

1.9

Emiko Kaneko, Rie Koizumi, Ai Hirai Development of
sequenced parallel picture prompts in oral narrative tasks

1.19

Naoko Hosoda The effect of task repetition on writing fluency

1.10

Dion Clingwall, Jon Clenton Investigating whether vocabulary 1.20
knowledge profiles can predict vocabulary use,

11.45-12.45 Session 1A Room C121

Session 1B Room B240

11.45-12.15 Ann-Sophie Noreillie, Piet

Andreas Trotzke, Tanja
Desmet, Elke Peters L1 and L2 Kupisch German particles inspeakers’ vocabulary use insecond language acquisition:
two dialogic speaking tasks
A fresh look at the syntaxdiscourse interface

12.15-12.45 Norbert Schmitt, BarryO'Sullivan, Laurence Anthony,
Karen Dunn, Benjamin
Kremmel A knowledge-based
vocabulary List (KVL):
Implications for research,teaching, and assessment

13.45-14.15 Bert Vandenberghe , Maribel

Montero Perez, Bert
Reynvoet, Piet Desmet The
effects of word-focused andmeaning-oriented L2
vocabulary instruction as
measured by neurocognitive
indices
14.15-14.45 Zakaria Lemmouh, Per

Snoder Vocabulary learning
milestones: A study of thereceptive vocabulary size of
Swedish adolescent EFL
learners
14.45-15.15

Mushi Li The efficacy of visual Kristin Kersten, Ann-Christin
feedback in the acquisition of Bruhn The effect of L2 input
second language Mandarin
and cognitively stimulating
tones
tasks on Second Language
Acquisition

Elisabet Pladevall-Ballester, Gulay Tiryakioglu, Heather
Alexandra Vraciu A
Hilton Multilingual writing
longitudinal study of peer
processes and text quality
interaction in primary school
EFL: how do patterns of L1 useinteract with task type andproficiency?

Marieke Hoetjes, Lieke van
Maastricht, Lisette van der
Heijden Multimodal training
can facilitate L2 phoneme
acquisition

Takashi Oba Repetitiveeffects of form-focusedpractice on proceduralizing
simple and complex L2
grammar during EFL taskbased interaction

Session 3B Room B240

Oliver Niebuhr, Nathalie
Understanding the vocabulary Schümchen, Maria Alm,knowledge construct: An
Kerstin Fischer Developing aempirical examination across visualization strategy for
L2 learner populations andteaching intonation
proficiency levels

17.15-18.15

19.00-

Mojtaba Heydari, Fahimeh
Marefat Exam and non-examacademic writing settings:
Processes and performancesof EFL writers

Camille Meritan Impact ofself-reflection and integrated
pronunciation teaching on theintelligibility of novice
learners of French: Alongitudinal focus on liaisons15.45-16.15 Beatriz González-Fernández

Steinkrauss, Minna Suni,
Marjolijn Verspoor Lexicallyspecific versus productive
constructions in L2 Finnish
learners

Session 1E Rooom B339

Session 1F Room B251

Jan Willem Chevalking,Dieter Thoma Why L2 words
Roeland van Hout, Sharon
trigger weaker emotional
Unsworth Factors affecting
reactions – and what you candevelopment of metalinguistic do about it. The interplay of L2
awareness in Bilingual
processing, cognitive load andPrimary Education in theemotion regulation
Netherlands

Lunch
Parallel Sessions #2
Session 2C Room B237
Session 2D Room C126

15.45-16.45

16.15-16.45 Sirkku Lesonen, Rasmus

Vivienne Rogers, Paul Meara
Making a LLAMA into an
ALPACAA: A revised attempt
at assessing aptitude

Session 2B Room B240

15.15-15.45

Session 3A Room C121Marianne Starren, Christine
Dimroth The (almost native)
acquisition of discourse
coherence in L2
English/French by Dutch andGerman learners

Arnaud Arslangul How to
Aline Godfroid, Kathy MinHye Giulia Sulis, Jenefer Philp
Ana Jiménez Tirado, Wander
introduce a new protagonist in Kim Not aptitude but
Exploring the connections
M. Lowie Son of a bitch or
L2 Chinese narratives?
aptitudeS: Examining the
between classroom
hijo de puta? Receptors
relationship between implicit- environment and engagement emotional force of swearing
explicit learning aptitudes and in the Foreign Language
by L2 and L1 users
implicit-explicit knowledge
classroom

13.45-15.15

Session 2A Room C121

Parallel Sessions #1
Session 1C Room B237
Session 1D Room C126

Kazunori Suzuki, Yahiro Hirakawa Intervention effects inrelative clause production: An L2 English study

Joana Teixeira Gradientoptionality at the syntaxdiscourse interface: The caseof subject-verb inversion inadvanced and near-native
English12.45-13.45

16.45-17.00
17.00-17.15

Alexandra Kroiss, Florian Goller, Jeong-Ah Shin, Ulrich
Ansorge, Soonja Cho I see what I speak: Event
conceptualization in German and Korean L1 and L2 speakers

James Turner Analysing theL2 perception-production
relationship longitudinally:
Evidence from native English
university students’ highrounded French vowels

Session 2E Rooom B339

Sukyung Kim*, Stuart Webb
Spaced practice and second
language learning: A metaanalysis

J. Paul Marlowe, Chie Ogawa, Hsiao-yun Huang, Raquel
Michael Holsworth, Mayumi
Serrano The role of time
Asaba Moving beyond
distribution in vocabularysimplicity: developing
learning through assistedcomplexity in L2 writing
repeated reading

Coffee BreakParallel Sessions #3
Session 3C Room B237
Session 3D Room C126

Session 2F Room B251

Raquel Serrano, Ana Pellicer- Pascale Leclercq, Amanda
Sánchez Incidental vocabulary Edmonds The development ofacquisition through massed
verbal modality in English L2
and spaced repeated reading in a study abroad context: alongitudinal study

Session 3E Rooom B339

Aida Cardoso, Inês Duarte,
Ana Lúcia Santos Featurereassembly and L1 preemption: effects on theacquisition of the
Prepositional Infinitival
Construction
Mathieu Lecouvet, Liesbeth
Degand, Ferran Suner
Unclogging the Bottleneck:
The interplay between
morphological proficiency andsensitivity to discourse-tosyntax mappings

Session 3F Room B251

Michael Holsworth, Chie
Sonia López-Serrano, Ariadna Alberto J. Sánchez, Roger
Karen Ní Chlochasaigh,Ogawa, Paul Marlow, Mayumi Sánchez-Hernández L2 writing Gilabert Task repetition
Pádraig Ó Duibhir, Gerry Shiel
Asaba Word recognition
development during study
across modalities as mediated The performance of students
training, Extensive reading
abroad: An analysis ofby written corrective feedback in Irish-medium schools withand reading comprehension
functional adequacy, selfand learner proficiency
low socio-economic status inefficacy and writing
English reading andexperiences
mathematics: Opportunities
and challenges
Hala Alghamdi*, Robert
Woore, Bushra Alahmadi The
relative importance of four
predictors of L2 reading
comprehension: Evidence
from Dominance Analysis andRelative Weight Analysis

Moa Gärdenfors The writing Jill Boggs A quantitative
process of L2 Swedish by deaf investigation of direct andL1 signers with focus on
indirect CF in an EFL
spellingclassroom: Increasing
generalisability and bridging
philosophical perspectives

Josje Verhagen, Elise de Bree
Language learning fromconsistent and inconsistent
input: Is there a bilingual
advantage?

Break

EuroSLA Distinguished Scholar Award Room Aula

Plenary#2 Room AulaRob Schoonen – About performance and ability. Practical and theoretical issues in the measurement of language ability
Welcome Reception, University Main Aula

Preliminary programme for EuroSLA 29, Lund, Sweden, Aug. 28-31, 2019

Fri Aug. 30, 2019

TimeRegistration

8.30 -9.00

Plenary#3 Room Aula
Lourdes Ortega – Orchestrating Second Language Learning in Classrooms: Nudging for a Sea-Change

9.00 -10.00

Coffee Break
Poster Session #2 (Posters 2.1-2.20)
Mahsa Morid, Laura Sabourin The role of multiple linguistic 2.1
constraints on L1 and L2 idiom processing

Junko Yamashita, Kazunori Suzuki Overuse of “no” in L2
Japanese: A complementizer analysis

2.2

Jon Clenton, Gavin Brooks Investigating EAL learnerperformance influences: The importance of vocabulary forreading comprehension

2.11

Susan Sayehli, Rakel Österberg, Jonas Granfeldt Attitudinaland motivational profiles of Second Foreign Language
Learners in multilingual contexts

2.3

Yukari Isobe, Kohei Miki Representation and processing of
formulaic expressions in L2 mental lexicon: How do EFL
learners process aurally presented multilexical verbs?

2.12

Barbara Hinger, Astrid Daucher Replicating instructed-secondlanguage-acquisition-research: Can alterations in grammar
instruction enhance acquisition? The case of Spanish TAM

2.4

Hyun Kyung Miki Bong Differential difficulty in the L2A ofEnglish phrasal verbs

2.13

Candice Mathers The role of language structure and bilingual
status on the cross-Llnguistic transfer of phonemic awarenessskills in young bilingual children

2.5

Momo Mikawa, Nivja De Jong Neutrality of the LLAMA test
explored; the case of agglutinative languages

2.14

Sara Feijoo, Roger Gilabert Digital game-based learning forthe development of L2 reading skills: The need of effective
feedback

2.6

Obied Al-Aqlobi, Sam Hellmuth Why are English clusters
easy and difficult simultaneously for Arabic speakers?

2.15

Annika Andersson, Frida Blomberg, Marianne Gullberg
Crosslinguistic influence in the processing of L2 verb
semantics? An auditory ERP study

2.7

Noriko Suzuki Short-term content-based instruction insecondary education in Japan: Students’ perception and theirwriting skills

2.16

Frida Splendido The development of parallel phonemic
inventories in early sequential bilinguals – Comparisons with
Voice Onset Time and French liaison

2.8

Teresa Kieseier Bilingual advantage in early foreign language 2.17
pronunciation accuracy in German 4th-graders?

Alaa Al-Maani Abstract syntactic representation in a second
language: An investigation of processing wh-movement by
Jordanian-Arabic speakers of English

2.9

Peta Baxter, Harold Bekkering, Lukas Ansteeg, Ton Dijkstra,
2.18
Mienke Droop, Randi Goertz, Marianne van den Hurk, Frank
Leoné Contrasting similar words in multiple-choice as alearning tool for second language vocabulary acquisition
Parallel Sessions #4
Session 4B Room B240
Session 4C Room B237
Session 4D Room C126

Daniel Ortins Salerno, Fraulein Vidigal de Paula, John N.
Williams The interaction of text animation screens andimplicit training in the acquisition of the ‘do-support’ inEnglish10.00-10.15
10.15–11.30

2.1

11.30-12.30

Session 4A Room C121

Session 4E Rooom B339

Session 4F Room B251

Holger Hopp, Dieter Thoma, Gudrun Svensson Teachers’
Jenny Jakisch, Teresa Kieseier, conceptions of possibilities
Sarah Sturm, Carmen Becker and challenges with
Assessing multilingualtranslanguaging pedagogy
approaches to early foreignover the course of four years
language teaching: A
longitudinal study

Alimujiang Tusun, Henriette
Hendriks The acquisition of
caused motion by UyghurChinese early successive
bilinguals

Vera Heyer The orthographymorphology interface: Are
L2ers aware of morphographic regularities in thespelling of novel words?

Nicholas Henriksen, Lorenzo
Garcia-Amaya, Andries
Coetzee, Daan Wissing
Phonological effects of longterm language contact:
Obstruent lenition in
Patagonian Spanish and
Afrikaans

Darrell Wilkinson Analysis of
the suitability of pop music forincidental EFL vocabulary
learning

Josefin Lindgren , Ute
Bohnacker, BuketÖztekin Comprehending
stories in early L2 Swedish: astudy of Swedish-Turkish
children aged 4-7

Nicole Marx, Christian Gill
Migrant students’ reading intheir first two years of
mainstream education

Yi Wang Cognitive
restructuring in themultilingual mind: the role oflong-term L2 and short-term
L3 exposure in expressing andconceptualizing caused
motionPierre Largy, Cecilia
Gunnarsson-Largy The effectof emotion on spelling
performance in L2 French

Toshinori Yasuda, Shungo
Clinton Hendry, June Ruivivar
Suzuki, Keiko Hanzawa
MOOCs as environments for
Predictive power of aincidental vocabulary learning
language test and personality
traits on L2 speech
productivity, complexity,
accuracy, and fluency

Session 5A Room C121

Session 5B Room B240

Eva Koch, Aline Godfroid,
Alex Housen Using
morphosyntactic informationin predictive L2 sentence
processing: Insights from avisual-world eye-tracking
study of German verb
morphology

Laura Collins, Joanna White,
June Ruivivar Self-repair
versus collaborative dialogue
in language related episodes:
Young learners helping eachother and helping themselves

Münir Özturhan, Nazik
Dinçtopal Deniz Processing ofEnglish reflexives by Turkish
speakers: An eye-tracking
study

Aarnes Gudmestad, Amanda
Edmonds, Thomas Metzger
Moving beyond the nativespeaker bias: Newconsiderations in the analysis
of grammatical gendermarking in additionallanguage Spanish

11.30-12.00

12.00-12.30
12.30-13.45
13.45-15.15

13.45-14.15

14.15-14.45

Lunch
Parallel Sessions #5
Session 5C Room B237
Session 5D Room C126

Duygu Şafak*, Holger Hopp Cristina Pierantozzi, Gloria
The (non)interaction of lexical Cocchi Long-distance genderand discourse information in agreement in mixed
L2 sentence processing
Italian/English compoundclauses
14.45-15.15
15.15-15.45
15.45-17.15 Session 6A Room C121

Hilal Serin Demirler, Nazik
Dinçtopal Deniz Linear andsyntactic distance inprocessing S-V agreement in
the L2

Session 6B Room B240
Ivana Cvekić, Holger Hopp L1
grammatical gender transfer
during L2 English pronoun
processing

15.45-16.15

16.15-16.45

16.45-17.15
17.15-17.30

Session 5E Rooom B339
Session 5F Room B251
Chair J. Granfeldt
Ilaria Borro Unobtrusive input Raquel Llama, Carles Fuster, Terpsi Danavassi, Eleni
Xiaojun Lu Writing in a nonenhancement and incidental Camilla Bardel Accounting for Agathopoulou The learnability alphabetic language via
learning of multi-word units. the selection of a sourceof uninterpretable features in keyboard: An empirical study
A study with Chinese learners language of transfer for
adult L2 Greek:
on online revision behavioursof Italian L2
content and function words in Developmental and L1 effects in Chinese L1 and L2
L3 oral production: Does
intentionality play a role?
Akifumi Yanagisawa, Stuart Nadine Kolb, Natalia
Ana Madeira, Alexandra Fiéis
Webb To what extent does
Mitrofanova, Marit
Long-distance binding in L2
Involvement Load Hypothesis Westergaard Transfer ofPortuguese
predict vocabulary learning? A morpho-syntactic properties inmeta-analysis
third language acquisition: An
empirical study on GermanRussian bilinguals acquiring L3
EnglishLaurence Beaujard Emergent
literacy in L2 with sign
language : writing strategies
in written French for 5-yearold deaf signers

Ferran Gesa Vidal Examining Roumyana Slabakova,
the efficacy of captioned video Merete Anderssen, Isabel
viewing for vocabulary
Jensen, Natalia Mitrofanova,
learning and content
Yulia Rodina, Marit
comprehension: Evidence
Westergaard L1 transfer infrom university and highearly L2 acquisition acrossschool learners
linguistic modules

Eva Fernández-Berkes,
Suzanne Flynn
Complementation patterns in
the acquisition of English bynative German speakers:
Subject control, object control
and object raising

Folkert Kuiken, Ineke Vedder
Measurement of functional
adequacy in different learning
contexts: Rationale, key-issues
and future perspectives

Coffee BreakParallel Sessions #6
Session 6C Room B237
Session 6D Room C126

Session 6E Rooom B339

Session 6F Room B251

Pedro Guijarro Fuentes, Tim
Diaubalick The acquisition ofresidual object drop in L2
Spanish by German speakers

Monika Ekiert, Andrea Révész,
Eivind Torgersen, Emily Moss
The role of pausing in L2 oraltask performance: Towards acomplete construct offunctional adequacy

Elvenna Majuddin, Anna
Siyanova-Chanturia, Frank
Boers The effects ofrepetition and typographic
enhancement in incidental
and intentional acquisition ofmultiword expressions fromaudio-visual input

Sarina Langer, Greg Poarch
Tesni Galvin, Vivienne Rogers Maria del Mar Suárez
Processing of English-German Predictive processing of
Vilagran, Ferran Gesa Vidaltranslation ambiguity:
gender in Welsh-English
Vocabulary learning throughEvidence from primed
bilinguals
subtitled video viewing astranslation recognition
mediated by language
aptitude: The case of EFL
beginner learners at PrimaryschoolSarah Schimke, Jens Bölte,Tanja Kupisch, Natalia
Joachim Groß, Daniel Kluger, Mitrofanova, Marit
Pia Sophie Meyer, Laura
Westergaard The role of
Quante, Anne Strackeljan,
formal and semantic gender
Alissa Thelen, Nele Wesche, cues in the acquisition of
Pienie Zwitserlood, Ricarda
German as an early L2 by L1
Schubotz Anticipation of turn- Russian children
taking in native and nonnative speakers: Evidence
from eyetracking

Laura Sánchez What else
constrains the occurrence oflexical transfer in L3
acquisition? Exploring taskcomplexity

Krister Schönström, Johanna Tokiko Okuma Acquisition of Kristof Baten, Carola Strobl
Mesch Cross-linguistic
the monotonicity constraint on On the relationship between
influences across modalities – split measure phrases by L1
functional adequacy andthe role of L1 spoken language English speakers of L2
complexity, accuracy andon L2 sign language
Japanesefluency in German L2 writing
acquisition

Ruolin Hu, Danijela Trenkic
Heather Goad, Natália
The IELTS-preparation industry Brambatti Guzzo, Lydia
and repeat testing: what are White Crosslinguistic
the effects on score gains and variation in relative clausethe development of English
attachment: a prosodic
proficiency?
perspective

Break

Lilong Xu, Boping Yuan Covert Gabriele Pallotti Holistic andsubjects and objects resulting analytic assessment offrom TP ellipsis in English
functional adequacy
speakers’ L2 Chinese: Evidenceof the declarative/procedural
model

EuroSLA General Assembly, Student Stipend Award Room Aula
Conference Dinner Skissernas Museum

17.30-18.30
19.00-* recipient of EuroSLA student stipend

Preliminary programme for EuroSLA 29, Lund, Sweden, Aug. 28-31, 2019

Sat Aug. 31, 2019

Time

Parallel Sessions #7
Session 7C Room B237
Session 7D Room C126

9.00 -10.30

Session 7A Room C121

Session 7B Room B240

Session 7E Rooom B339

Session 7F Room B251

0Jean-Marc Dewaele Is
Foreign language enjoyment
more fleeting than Foreign
language classroom anxiety?
An investigation into dynamic
learner classroom emotionsGeòrgia Pujadas, Carmen
Muñoz Making TV input
comprehensible for young
beginner learners: captions or
subtitles?

Katsuo Tamaoka, Lu Li, Jingyi
Zhang, Michael Mansbridge
When Japanese learners ofEnglish know the grammar
but are not sensitive togrammaticality

Jan Vanhove Estimates ofnativelikeness among L2
speakers can’t be interpreted:
The problem and twosolutions

Alastair Henry Thriving orSurviving? Motivation,
migration and dark side of L2
perseverance

Freya Watkins, Robin L.
Thompson Comprehension ofangle-diverse British Sign
Language input in novice L2
learners

Memet Aktürk Drake The
Gülümser Efeoğlu , AyşeGürel Tracing L1 effects on L2 impact of the integration
context on ultimate
acquisition of inflectional
attainment in a second
morphology
language

Heath Rose, Jim McKinley,
Gene Thompson The
predictors of success inEnglish taught programmes:
the interplay between
proficiency, motivation,
academic skills, and selfefficacy on outcomes

TBA

Annekatrin Kaivapalu, Scott Kamil Długosz Verb
Alejandra Donoso, Rakel
Jarvis Unconscious perceiving placement in German as aÖsterberg, Enrique Sologurenof cross-linguistic similarity in heritage language in Poland: Advanced biliteracy in theinflectional morphology
Comparing simultaneous with academic written production
sequential bilingual heritage of bilingual speakers of
speakers
Swedish and Spanish as a
Heritage Language

9.00-9.30

9.30-10.00

1

Ute Bohnacker , Rima
Haddad, Josefin Lindgren,
Linnéa Öberg, Buket Öztekin
Expressive and receptive
vocabulary in L2 Swedish ofbilingual Swedish-Turkish andSwedish-Arabic preschoolers
compared to Swedish
monolinguals

Lena Granstedt, Julia
Prentice, Lisa Rudebeck,
Gunlög Sundberg Annotating
Swedish Learner Language.
Insights from designing andimplementing the SweLL
correction taxonomy

Anna Trebits, Kristin Kersten Tali Bitan Consolidation
Bilingual education trumps
processes in adults andsocioeconomic status: L1 and children learning
L2 development in primarymorphological inflections in aschool learners of English as a novel language
foreign language
Fernando MartínVillena & Cristóbal
Lozano Intrinsic factors
constraining the use of subjectreferential expressions in L1
English-L2 Spanish: a corpusbased study of topic continuity
contexts - till 7F

10.00-10.30
10.30-11.00
11.00-12.00

Session 8A Room C121

11.00-11.30

11.30-12.00
12.00-12.15
12.15-13.15

13.15-13.20

Session 8B Room B240

Coffee BreakParallel Sessions #8
Session 8C Room B237
Session 8D Room C126

Session 8E Rooom B339

Session 8F Room B251

Raphael Berthele Multilingual Chie Ogawa, Michael
Emanuel Bylund , Minali
Diana Pili-Moss, Katherine
boost vs. cognitive abilities:
Holsworth, Mayumi Asaba,
Parshotam, Panos
Brill-Schuetz, Mandy FarettaTesting two theories ofPaul Marlowe Assessing oral Athanasopoulos L2 experience Stutenberg, Kara Morganmultilingual language learning performances in a monologue influences semantic memory Short Contributions ofin a primary school context
speaking task
but not mapping of L1 colour declarative and procedural
terms
memory to accuracy andautomatization during L2practice

Julia Davydova Sociocognitive Pauliina Peltonen, Pekka
salience and L2 acquisition of Lintunen Short-term
structured variation: Evidence development of L2 fluency infrom quotative be likeformal instruction: A mixed
methods study

Maki Kubota Clarifying theKent Williams Developing and Elisabetta Materassi
influence of bilingualism onpiloting a scale to assess
Metaphor and Second
executive control development second language speech
Language Learning: An
fluency on a paired-interactive experimental studytaskJune Ruivivar Sociolinguisticcompetence and vernacularspeech: The case of nearnative Quebec FrenchFrank Boers Meta-analytic
reviews: A call for morecautious sampling

Break

Plenary#4 Room Aula
Minna Lehtonen – Cognitive and Neural Effects of Bilingualism
Conference Closing

Lorenzo Garcia-Amaya The
relationship between pausing,complexity, and phrase
position in L2 narratives:
Longitudinal data from anoverseas immersion program