HM 150 HM 138 HM 140 HM 142 HM 144 HM 146 2:00 pm - 2:30 pm Thirty of ISLA: Learning, instruction, learning, and outcome Eun Young Kang, Sarah Sok, & ZhaoHong Han Differential effects of different types of corrective feedback on second language speech acquisition Andrew Lee Effect of Task complexity on Spanish speaking ESL learners during peer interaction Constanza Pena Dynamics of individual variation in L2 production: A structural equation modeling approach Youngjoo Kim & Juno Baik Processing of Spanish grammatical gender at early stages: A comparison between child-L2 and adult-L2 learners Begoña Arechabaleta Regulez L2 writing instruction practices of and non teachers of EFL writing Jim McKinley & Heath Rose 2:35 pm - 3:05 pm The effects of written corrective feedback during collaborative writing: Learning outcomes and students' perceptions YouJin Kim, Bumyoung Choi, Sanghee Kang, Hyunae Yun, & Kim Lexical complexity in L2 academic writing; comparing task types Paivi Pietila Student versus state willingness to communicate in two Spanish instructional activities Ashley Shaffe The effects of gender on negative feedback: A comparison between ESL and EFL interaction Agurtzane Azkarai, Rhonda Oliver, & María del Pilar García Mayo EFL teachers as agents of change Elif Burhan-Horasanli 3:10 pm - 3:40 pm Feedback on corrective feedback in the second language classroom: ESL teachers AND students respond Cathryn Crosby The emotional constituents of group flow in the ESL classroom Alireza Sobhanmanesh Does type of CLIL instruction influence target language outcomes? Eva Olsson & Liss Kerstin Sylvén 3:45 pm - 4:15 pm Learner engagement with indirect written corrective feedback: Feedback efficacy and learner strategies Ok Yeon Kim & Eun Sung Park Synthesising research on L2 motivation: A call for meta-analysis Takumi Aoyama CLIL research during 30 years and looking forward Liss Kerstin Friday, September 23, 2016 | 2:00- 4:15 pm | Concurrent Afternoon Sessions II TH 136 HM 148 HM 152 HM 424 HM 431 HM 432
8:00 am – 8:30 am Processing L2 Chinese: A review of current findings and the implications for classroom input design Zhiyin Renee Dong Eye-tracking reveals study abroad benefits on L2 morphosyntactic processing Nuria Sagarra, Cristina Sanz, & Nicole Rodriguez Unaccusative/unergative distinction and floating quantifiers in L2 Japanese Kazunori Suzuki, Yin shi Jiang, & Yahiro Hirakawa Interactions between input enhancement and attentional processing in L2 word learning Phillip Hamrick, Ryan Miller, & Christopher Was 8:35 am – 9:05 am Training new processing routines for interrogative syntax (or, do you want to know what is this paper about?) Emma Marsden, Alice Cruickshank, & Leah Roberts Nonlinear relationships between L2 English article processing and L2 proficiency: An eye-tracking study Junko Tanaka Does typological similarity matter? Evidence from differential object marking in Brazilian Portuguese/Spanish bilinguals Alejandro Cuza, Julio Cesar Lopez Otero, & Jian Jiao A longitudinal exploration of variable future-time expression in L2 Spanish Matthew Kanwit 9:10 am – 9:40 am Preparing learners for study abroad: The effects of explicit instruction to enhance spoken requests Nicola Halenko Learning the causative construction in French: An study Wynne Wong & Kiwako Ito Implicit and explicit knowledge of adjective ordering restrictions in L2 English David Stringer Learner chunks in second language acquisition Timothy Hall 9:45 am - 10:15 pm Salience and second language acquisition: Physical form, learner attention and instructional focus Myrna Cintron-Valentin & Nick Ellis Subjunctive emergence in L2 learners: Irregular morphology and the enhancement of stimulus saliency and novelty Muriel Gallego & Rebecca Pozzi The effect of transparency and shared gender translation in L1 Italian, L2 Spanish learners Does audiovisual contextualization of L2 idioms enhance students’ comprehension and retention? Monica Karlsson 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 | Break