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Welcome to Languages at Southampton

Welcome to Languages at Southampton
Are you interested in learning a new language or improving one that you have learnt before? At Southampton, you have a wide choice of languages to learn and ways to learn them. You can study them as part of your degree, in a social group, through a Lifelong Learning class or independently, using the University’s language learning resources. This portal will link you to all you need to find out what’s going on in languages at Southampton, as well as national and international language-related news.

Language teaching and learning at Southampton is coordinated by the Centre for Language Study within Modern Languages and Linguistics. This site is maintained by the eLanguages team.

Latest News

16/06/2017

Next TNS seminar: ‘Linguistics, Ethnography and Identities’

TNS

Professor Ben Rampton from King’s College London will be speaking at the next Centre for Transnational Studies seminar taking place on 21st June 2017 from 4-6pm in Lecture Theatre C, Avenue Campus. The seminar, entitled ‘Linguistics, Ethnography and Identities’, will begin with a 20-25 minute presentation which will be followed by an open discussion.

Professor Ben Rampton’s work involves ethnographic and interactional discourse analysis, cross-referring to work in anthropology, sociology, cultural and security studies. His publications focus on language in relation to urban multilingualism, youth, popular culture, ethnicities, class, (in)securitisation, education, second language learning, and research methodology.

For further details about this event, please visit the Modern Languages and Linguistics website.

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05/06/2017

Modern Languages and Linguistics to host Year 8 Able Linguist Days

Modern Languages

Over 100 school students will be attending on each day of the Year 8 Able Linguist Days, to be hosted by the department of Modern Languages and Linguistics at the University of Southampton on Tuesday 6th June and Wednesday 7th June 2017.

These events provide Year 8 students with a chance to develop their language skills. Students will participate in an intensive mini-project in French, German or Spanish, led by student trainee language teachers, and a taster session in a new language such as Portuguese or Chinese. There will also be a talk about languages and how they can be useful in the world of work.

We welcome all visitors to Avenue Campus this week and hope you enjoy your time with us!

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01/06/2017

EUROCALL Early Bird registration extended

EuroCALL

Early Bird registration for the 25th EUROCALL conference, taking place at Highfield Campus at the University of Southampton from 23rd – 26th August 2017 has been extended to 16th June 2017. Don’t miss your chance to register before the deadline!

The theme of EUROCALL 2017 is ‘CALL in a Climate of Change: Adapting to Turbulent Global Conditions.’ For further details about the conference and on how to register, visit the EUROCALL 2017 website.

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25/05/2017

Make the most of Early Bird registration for EUROCALL!

EuroCALL

Early Bird registration for EUROCALL closes on Friday 2nd June! The University of Southampton is delighted to be hosting the 25th EUROCALL conference at Highfield Campus from 23rd-26th August 2017. To register, please follow the instructions on the EUROCALL 2017 website.

The theme of EUROCALL 2017 is ‘CALL in a Climate of Change: Adapting to Turbulent Global Conditions.’ This theme encompasses the notion of how Computer-assisted Language Learning (CALL) responds to changing global circumstances (in economic, political or environmental spheres), which impact on education. The theme cuts across areas including teacher training, competitive education models, open education, blended learning models, collaboration, creative and innovative pedagogy, student engagement, student’s needs and sustainability. The EUROCALL 2017 conference will discuss and discover insights into how the theories and practices of CALL are driving, responding to and facilitating change in the world around us.

Join us to share your real-world experiences of CALL research and teaching and join our vibrant community of practitioners.

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24/05/2017

Next CLLEAR seminar: “How the glottal stop starts: examining children’s use of a rapidly expanding variable”

CLLEAR

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Thursday 25th May 2017 at 16:00 in Lecture Theatre C, Building 65, Avenue Campus. The talk is entitled “How the glottal stop starts: examining children’s use of a rapidly expanding variable” and will be delivered by Jennifer Smith from the University of Glasgow and Sophie Holmes-Elliott the University of Southampton. All welcome for the seminar and discussion! Read more…

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18/05/2017

Free intensive Chinese courses for students and staff

The Confucius Institute at the University of Southampton is offering two free short intensive Chinese courses for University students and staff, taking place from 5-9 June and from 12-16 June from 7:00-8:30pm. Please email ll2c15@soton.ac.uk for further information or to register for one of these courses.

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11/05/2017

Next CLLEAR seminar: “The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms” – SEMINAR CANCELLED

CLLEAR

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 17th May 2017 from 4:00-5:30pm in Lecture Theatre C, Building 65, Avenue Campus. The talk is entitled “The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms” and will be delivered by Professor Alessandro Benati from the University of Greenwich. All welcome for the seminar and discussion!

Here is the abstract for this seminar:
The present study explores the effects of structured input and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of processing instruction and meaning output-based instruction has provided some interesting and sometimes conflicting results. Additionally, there are a number of issues (e.g., measuring a combination of structured input and structured output, measuring discourse-level effects) that have not been fully and clearly addressed. To provide answers to the questions formulated in this study, two classroom experiments were carried out. In the first study, fifty-four Chinese university students (age 18-20) participated. The participants were randomly assigned to four groups: structured input only group (n=13); structured output only group (n=15); combined structured input and structured output group (n=16); control group (n=10). In the second study, thirty school-age Greek learners (age 10-12) participated. The participants were randomly assigned to three groups: structured input only group (n=10); structured output only group (n=10); combined structured input and structured output group (n=10).

Only subjects who participated in all phases of each experiment and scored lower than 60% in the pre-tests were included in the final data collection. Instruction lasted for three hours. The control group received no instruction on the causative structure. Interpretation and production tasks were used in a pre-test and post-test design. The design included a delayed post-test battery (3 weeks after instruction) for both experiments. In the first study, the assessment tasks included an interpretation and production task at sentence-level, and an interpretation task at discourse-level. In the second study, an additional discourse-level production task was adopted along with the interpretation discourse-level task. The results indicated that learners who received structured input both in isolation and in combination benefitted more than learners receiving structured output only. These two groups were able to retain instructional gains three weeks later in all assessment measures.

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05/05/2017

Top 10 position for Linguistics in 2018 Complete University Guide

Linguistics at Southampton has been ranked in the top ten (of 38 institutions) in the 2018 Complete University Guide. The breakdown of scores shows a successful balance between very high research quality with excellent student satisfaction.

For further information about the ranking, visit the Complete University Guide website.

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02/05/2017

Next CLLEAR seminar: “Heritage Language Reversal: The Production of Articles and Voice Onset Time (VOT) by Japanese Returnees”

CLLEAR

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Friday 5th May 2017 from 4:00-5:30pm in Lecture Theatre C, Building 65, Avenue Campus. The talk is entitled “Heritage Language Reversal: The Production of Articles and Voice Onset Time (VOT) by Japanese Returnees” and will be delivered by Dr Neal Snape, Gunma Prefectural Women’s University and Chuo University in Japan. All welcome for the seminar and discussion!

Here is the abstract for this seminar:
Previous L2 studies by Shirahata (1995) and Tomiyama (2000) examined L1 Japanese L2 English child returnees suppliance of articles and a range of grammatical morphemes. Shirahata focused on age-related L2 acquisition while Tomiyama was concerned with L2 attrition. Both studies found omission in obligatory contexts, though little evidence of L2 attrition. We adopt a neutral position for our study as both acquisition and attrition are likely to be taking place in heritage language reversal cases. This study examines datasets from two L1 Japanese L2 English speakers. The sibling child returnees were born in Japan and lived 8 years in the U.S. before returning to Japan. The younger child (KS) was exposed to L2 English from 3 years of age and the older child (CS) was first exposed from 12 years of age. Background questionnaires revealed that they have high levels of proficiency in English, based on the Test of English for International Communication (TOEIC) scores. ‘The Frog Story’ (Mayer, 1979) was administered and the returnees’ narrations were recorded and transcribed. The two participants were compared on their article suppliance to address the following two research questions:
RQ1: Does reduced input limit success in acquisition or lead to attrition over time?
RQ2: Are there any differences between the returnees given the difference in age of acquisition?

Voice Onset Time
This longitudinal study examines whether the decline in exposure to L2 input experienced by YS produces changes in voice onset time (VOT). YS met with researchers six times over the span of six years. Each meeting required YS to complete ‘The Frog Story’ and a picture description task (Goad & White, 2008) to elicit spoken production. Each time YS was recorded using a video camera and an iPod. The recordings of each session were subsequently analyzed in Praat for production of words beginning with voiceless consonants /p/, /t/ and /k/. Once located in the recordings, words were cut out of the original full-length recordings so that a more detailed analysis of VOT could be conducted. The results of the analyses for all recordings (across six years) shows that YS’s L1 Japanese VOT values and L2 English VOT values are different in length and that there is no evidence of change or attrition in her VOT values for /p/, /t/ and /k/ in L2 English.

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28/04/2017

Next TNS seminar: “A researcher’s tale: Revisiting research through the eyes of a camera and a diverse public”

TNS

The next Centre for Transnational Studies (TNS) seminar will take place on Wednesday 3rd May 2017 from 5:00-6:30pm, in Building 65, Room 1177, and is entitled “A researcher’s tale: Revisiting research through the eyes of a camera and a diverse public”. The seminar will be presented by Ulrike Hanna Meinhof. All welcome!

Here is the abstract for this seminar:

My paper is based on my current experiences with an AHRC Follow-on-project: Madagascar in the world: the impact of music on global concerns. The project proposed to put the results of my previously AHRC-funded project TNMundi (2006-2010) into the popular and widely accessible form of a full-length music documentary, directed by Cesar Paes, an award-winning film director of the Parisian independent film company Laterit.

The film was completed in the autumn of 2016 and has so far been screened at various international film festivals and special screenings in the UK, Italy, and on La Reunion.

Each screening was accompanied by a questionnaire in the respective languages gauging audience reactions. Apart from wanting feed-back about the kind of audience the film attracted at each of these diverse sites in terms of age, gender, and origin and on how they responded to the artistic and musical quality of the film, there were some closed and some open questions on the themes and social concerns raised by the film and by the musicians in its centre.

My own previous narrative interviews and transnational field work with these Malagasy musicians had highlighted their transnational mobility, their attempt to challenge ethnic divisions by their music and to engage people worldwide in environmental and social causes. In my paper I will give a few examples of these and subsequently show a few key extracts of the film where the director in my view tried to raise these issues by the very indirect and subtle means of the film.

A brief assessment of some of the results of the questionnaires will lead to a discussion about some of the issues raised by replacing or complementing an academic top-down analysis in favour of a much more intuitive artistic format.

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