Invited Speakers

Winston Salem State University, USA

Dr. Xiong Wen is a Professor of Chinese Studies and the chairperson of the Department of World Languages and Cultures at Winston Salem State University in North Carolina of the U.S.A. She received her B.A. and M.A. at East China Normal University (Shanghai, China), and earned her Ph.D. from La Trobe University in Melbourne, Australia in Second Language Acquisition and Language Education. Dr. Xiong has worked at different universities across three continents as the Chinese program founder. She has over 30 years of experience in teaching and researching Chinese as a second/foreign language. Dr. Xiong's research interests focus on the learning and teaching of Chinese as a second or foreign language and the acquisition of Chinese language and culture. Her publications address the following research areas: second language acquisition, Chinese linguistics, language contrast, language teaching and curriculum design, Chinese cultural studies. Dr. Xiong most recently published book is "The L2 Acquisition of the Chinese Modal Auxiliary Verbs" (2020), she also published seven textbooks for learners of Chinese by Beijing Language University Press and many journal articles. She was one of the 12 recipients of “National Best Teacher of Teaching Chinese as a Second Language” (China, 2001) and most recently received the Wilma Lassiter Master Teacher Award at WSSU (U.S.A, 2020). She held the language tester qualifications of OPI, AAPPL and HSK in her career.

 

 

 


Chulalongkorn University, Thailand

Nattama Pongpairoj is an associate professor at the English as an International Language Program (EIL), the Graduate School, and Head of the Applied Linguistics for Language Education Research Unit, Chulalongkorn University in Thailand. Her research interest lies in Second Language Acquisition, particularly L2 representation and processing.

Target-like Syntactic Representation: An Investigation of L2 English Plural Morphemes by L1 Thai Learners

Abstract: The present study aims to examine whether L1 Thai learners, whose first language lacks plural inflectional morphology, are able to acquire English regular and irregular plural morphemes. It also investigates whether variability of L2 English regular and irregular plural morphemes by L1 Thai learners is caused by target-like syntactic representations under the assumption of the Missing Surface Inflection Hypothesis (MSIH). The participants were 32 L1 Thai learners equally divided into two groups based on their English language proficiency levels: intermediate and advanced. Data were gathered from a cloze test (an offline task) and a picture description task (an online task). The results confirmed the Missing Surface Inflection Hypothesis (Lardiere, 1998; Prévost & White, 2000) and contradicted the Failed Functional Features Hypothesis (FFFH) (Hawkins & Chan, 1997; Franceschina, 2001). More specifically, the L1 Thai learners succeeded in acquiring English regular and irregular plural morphemes as their written production results on the cloze test were confirmed by the over 80% criterion of morpheme acquisition (Dulay & Burt, 1974). Furthermore, the participants’ variability in L2 oral production of English regular and irregular plural morphemes was assumably not due to a lack of grammatical representations of English plurality based on the FFFH, but rather the result of processing problems (Lardiere, 1998) and communication pressure (Chaengchenkit, 2011; Prevost and White, 1999; 2000). The study yields linguistic as well as pedagogical implications.

 

 


Kadir Has University of Istanbul, Turkey

Asli Aktan Erciyes graduated from Boğaziçi University Business Administration Department in 1998 and worked as a banking-treasurer for a short period of time. In 2011, she completed her MA at Psychology Department of Boğaziçi University-Developmental Psychology Program. She received her PhD from Boğaziçi University, Department of Psychology in 2017, where she studied the effects of second language acquisition on event perception and narrative skills. Between 2012 and 2017, she worked as a researcher in two separate projects supported by Turkish National Scientific Council. In her post-doctoral studies, Aslı Aktan-Erciyes started to work for a research project funded by the James McDonnel Foundation at the Koç University Language and Cognition Laboratory. Currently, in the Department of Psychology at Kadir Has University, Dr. Aktan-Erciyes works as a faculty and coordinates SiLab (Studies in Language and Bilingualism), where she conducts research examining the interaction between first and second language with her research team. One line of her research investigates how early and intense exposure to second language affects first language and vice versa. She is also interested in narrative development and motion event conceptualization. She also conducts research on L1 and L2 acquisition, measurement processes and investigate infants with typical and atypical development.

 

Effects of L2-English on L1-Turkish Causal Structures Elicited in Frog Story Narratives by 5- and 7-Year-Old Children

Abstract: The present study investigates the effect of learning a second language (L2-English) with different causal constructions compared to first language (L1-Turkish) on the causal language produced during L1 narrative constructions. While causal language input can support causal reasoning, there are crosslinguistic differences in causal constructions with regard to causal verb expressions. Turkish uses both morphological (changing a verb by adding suffixes to suggest causality e.g., Yap ‘’do’’, Yap-TIR ‘make someone do something’) and lexical (a verb that encodes the cause and effect within e.g., yakala ‘catch’) causatives. On the other hand, English only uses lexical ones. And both languages use causal connectives (e.g., çünkü ‘because’). In the present study, 5- and 7-year-old monolingual (L1-Turkish) and bilingual (L1-Turkish; L2-English) high SES children (N = 111, 60 monolinguals, 51 bilinguals) elicited narratives in L1 for the picture book ‘Frog, Where Are You?’. Results indicated that 5-year-old monolinguals used causal connectors more than 5-year-old bilinguals and 7-year-old monolinguals used lexical causatives more than 7-year-old bilinguals. These findings suggest that monolingual children who are more exposed to morphological causatives may have a different expression of causality reflected in causal connectors and lexical causatives due to the fact that L1-Turkish provides transparent cues for causality. Unexpectedly, there were no differences in morphological causatives between the two groups which might be due to the fact that frog story might not elicit morphological causatives to a great extent. Future studies should address differences in experimental tasks together with narrative constructions.