- Welcome to our open days! 06/07/2018
- Modern Languages and Linguistics outreach events this week 12/06/2018
- Next TNS seminar: Transnational Religion: Textual Trails (Or how to domesticate the transnational) 11/05/2018
- Next CLLEAR seminar: Thinking ahead in a second language: On the role of prediction in L2 processing 09/05/2018
- SIGLTA meeting on Thursday 10th May: Round table discussion: Integrated Language Testing 08/05/2018
- CGE Research Seminar on 9th May: Tutor-student interaction in one-to-one academic writing tutorials 04/05/2018
- Next CLLEAR seminar: Theoretical linguistics and the scientific method in the language classroom 01/05/2018
- Italian film showing today: Pazze di me / Women Drive Me Crazy (Fausto Brizzi, 2013) 30/04/2018
- Next CLLEAR seminar: ‘I’ll have a burg[ə] and a fant[ʌ]’: acquiring variation in a new language 24/04/2018
- Italian film showing today: Una giornata particolare / A special day (Ettore Scola, 1977) 23/04/2018
- SIGLTA meeting on Friday 20th April: An Investigation of Assessment Practices in Mexican EMI Programmes 19/04/2018
- Next CLLEAR seminar: Methodological considerations in measuring ambiguous relative clause attachment strategies in bilinguals 13/04/2018
- The Basque Child Refugees from the Spanish Civil War – history and memory 13/04/2018
- CGE Research Seminar on 18th April: Tutor-student interaction in one-to-one academic writing tutorials 10/04/2018
- Critical Realist Discourse Analysis, Motherhood and Gender: A Systematic Method of Analysis 05/04/2018
- Happy Easter! 29/03/2018
- “Physical Pain and Barroque Suffering in Modern Spanish History” – the 2018 Perez de Ayala Lecture 20/03/2018
- Call for papers extended – BAAL Language Learning and Teach SIG, July 2018 16/03/2018
- Get Ready for Southampton! 15/03/2018
- Italian film showing today: Profondo rosso / Deep Red (Dario Argento, 1975) 12/03/2018
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Tag Archives: Southampton
Anne O’Connor from NUI Galway will be speaking at the next Centre for Transnational Studies seminar, taking place on Wednesday 16th May 2018 from 5-6:30pm in Room 1177, Avenue Campus (Building 65). The seminar is entitled ‘Transnational Religion: Textual Trails (Or how to domesticate the transnational)’. All staff and students are welcome!
Here is the abstract for the seminar:
This talk will look at the transnationality of religion and how the spread of religion is supported by the printed word. It will use the example of global Catholicism and devotional reading to question how orthodoxies emanating from the Vatican reach the lives of Catholics in the Anglophone world. It will look at the intersection of translation, book history and religion to examine how each can work together and provide momentum for transnational influence. By focusing on the materiality of the transmitted words, the talk will discuss how popular printing allowed for the transnational to enter the domestic sphere.
Next CLLEAR seminar: Thinking ahead in a second language: On the role of prediction in L2 processing
The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 9th May 2018 at 4pm in Room 1177, Building 65, Avenue Campus. The talk is entitled “Thinking ahead in a second language: On the role of prediction in L2 processing” and will be delivered by Theres Gruter from Hawaii. All welcome!
Here is the abstract for this seminar:
The role of prediction in native language (L1) processing has been investigated, and debated, extensively over the past couple of decades. Yet it is only in the last few years that prediction/anticipation in second language (L2) processing has become a topic of interest. In this talk, I will discuss how the investigation of prediction in L2 processing may help us move beyond the common but rather unsatisfying description of differences between L1 and L2 speakers as L2 learners having “a processing problem”. In recent and on-going research in our lab, we have used online (visual-world eye-tracking) and offline methods to probe to what extent L2 listeners engage in proactive ‘thinking ahead’ during sentence and discourse processing. Drawing on findings from studies targeting various linguistic cues that can give rise to anticipatory processing – including classifiers in Mandarin Chinese and grammatical aspect in English – I will argue that L2 speakers do not necessarily differ from L1 speakers in whether or not they engage in prediction, but in how and when they engage in prediction, and what information they use to generate expectations about upcoming information. Taken together, these findings suggest that prediction is a universal mechanism of human language processing (and behaviour more generally), and that L1 and L2 speakers make adaptive use of this mechanism depending on its utility given their knowledge and processing goals.
You are cordially invited to attend the Special Interest Group in Language Testing and Assessment (SIGLTA) meeting. This time, we are delighted to host a round table discussion with three specialists on language testing, Carolyn Westbrook from The British Council and Alex Thorp and Mark Griffiths from Trinity College, London. SIGLTA is supported postgraduate student-led reading/research group from the Faculty of Humanities. The meeting is at 18:00-19:30 on Thursday 10/05/2018 in Lecture Theatre A, Avenue Campus (building 65).
Abstract: Nowadays, there is an ever-increasing focus on integrated tests, because these are considered to ‘reflect authenticity of task and response’ (Pearson Language Tests, 2010). However, integrated testing is not without its issues. This Round Table on Integrated Assessment will investigate some of the issues around integrated skills testing and will look at practical ways in which skills can be tested in an integrated way. We will also consider how we can integrate language teaching with language testing and then we will open up the floor for discussion and contributions from the audience.
Carolyn Westbrook (Test Development Researcher | British Council): Considerations / issues in integrated testing; discrete vs integrated testing
Alex Thorp (Lead Academic-Language-Europe | Trinity College London): What does it mean to test in an integrated way?
Mark Griffiths (Academic Consultant | Trinity College London): Integrating language teaching with language testing.
The next Centre for Global Englishes (CGE) seminar will take place on Wednesday 9th May 2018 from 5:00pm in Lecture Theatre C (room 1175), Building 65, Avenue Campus. The seminar will be presented by Professor Jane Setter from the University of Reading and is entitled “Suprasegmentals in South-East Asian Englishes”. All welcome!
Here is the abstract for this seminar:
Intonation is one of the earliest acquired aspects of human speech, and is now thought to be acquired pre-birth in a child’s first language (L1). L1-specific patterns of speech rhythm emerge shortly before a child is school-age. This presentation looks at some suprasegmental aspects of speakers who have English as a second (L2) or additional language, focusing on research on the emergent variety, Hong Kong English (HKE), and L2 English learners from Malaysia, China and Vietnam. We will consider patterns in the different speaker varieties, and also issues of teaching and learning.
The Italian film Una giornata particolare (Fausto Brizzi, 2013)(91 minutes, English subtitles) will be showing in Lecture Theatre B, Avenue Campus, at 6:30pm on Monday 30th April 2018. Review, introduction and discussion by Benedetta Brossa, Modern Languages Erasmus student from Turin, Italy (English & Arabic). All welcome! The trailer for this film can be viewed on YouTube.
N.B. This is the last film of the season, so the discussion will take place over nibbles and drinks. You can bring some finger food or something to drink, but it is not a must.
In questa commedia si racconta la disgraziata vita di Andrea, unico maschio in una famiglia composta da sole donne alfa. A trent’anni non è ancora riuscito a lasciare il nido famigliare e a sfuggire alla morsa delle femmine squilibrate da cui è circondato: madre, tre sorelle, nonna, badante e cagnetta. Le sue storie sentimentali sono sempre state rovinate dalla presenza invadente della sua famiglia e per questo Andrea decide di tentare di salvare la sua relazione con Giulia attraverso un nuovo espediente: fingerà fin dall’inizio di essere orfano. Ma presto il suo piano inizia ad incrinarsi perché le vicende personali delle donne della sua famiglia vanno complicandosi e Andrea si trova a doverle gestire tutte. Riuscirà Andrea a conquistare la sua indipendenza, a trovare la felicità e a risolvere anche i problemi di tutte le donne della sua famiglia?
This comedy is about the unfortunate life of Andrea, the only man in a family consisting wholly of alpha females. He is thirty but he hasn’t been able to leave his family home and escape the oppression of the crazy women he is surrounded by: his mother, three sisters, grandmother, carer and the female dog. The stories of his love life are always ruined by his family sticking their nose in. For this reason, Andrea decides to save his relationship with Giulia with an elaborate lie: he pretends to be an orphan. However, this plan soon fails because of growing complications in his family’s stories that he is forced to deal with. Will Andrea be able to achieve his independence, find happiness and at the same time solve the problems of all the women in his life?
The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 25th April 2018 at 4pm in Room 1177, Building 65, Avenue Campus. The talk is entitled “‘I’ll have a burg[ə] and a fant[ʌ]’: acquiring variation in a new language” and will be delivered by Dr Gerry Howley from the University of Sheffield. All welcome!
Here is the abstract for this seminar:
In this paper, I present results from a mixed methods study that combines quantitative analysis with ethnography. I examine the acquisition of vernacular dialect variation by Roma migrants in Manchester, England. While it is now widely recognised that migrants can acquire local dialect features in a new language, it is still unclear why some speakers acquire more features than others. I analyse variation across a range of vocalic variables to establish what social factors impact upon Roma migrants acquiring (or not) local patterns of variation. Results indicate that speakers with more open friendship networks produce more vernacular patterns of variation, providing further, fine-grained understanding of why some migrants may acquire more dialect features than others. Increasing (super)diversity in Europe’s cities brings issues of migration and integration to the top of political agendas. When a migrant acquires a dialect in a new language, this can be seen as an indicator of the way he is positioning himself within the local culture.
The Italian film Una giornata particolare (Ettore Scola, 1977)(105 minutes, English subtitles) will be showing in Lecture Theatre C (please note the change of room from usual), Avenue Campus, at 6:30pm on Monday 23rd April 2018. Review, introduction and discussion by Neil Tibbetts. All welcome! The trailer for this film can be viewed on YouTube.
In questo film del 1977 Sophia Loren e Marcello Mastroianni interpretano due vicini di casa che si conoscono per la prima volta quando sono gli unici due abitanti di un condominio rimasti a casa il giorno in cui Hitler è a Roma per una visita di Stato con Mussolini.
Le loro vite sono completamente diverse. Lei è la moglie di un attivista del partito fascista e una madre affaticata dalla cura di tanti figli. Lui, che abita da solo in uno degli appartamenti di fronte, vive nella paura di esser perseguitato dalle forze dello Stato fascista perché è anti-fascista e omosessuale.
Il film, un classico italiano degli anni ‘70 che ha vinto premi internazionali (César e Golden Globe) per miglior film in lingua straniera e che fu anche nominato agli Oscar, narra come questo incontro casuale tra Antonietta e Gabriele, due persone emarginate in una società patriarcale ed oppressiva, diventa una storia d’amore un po’ particolare.
In this 1977 film, Sophia Loren and Marcello Mastroianni play two neighbours who meet for the first time when they are the only two left in their block of flats on the day when Hitler comes to Rome on a State visit with Mussolini.
Their lives are completely different. She is the wife of a Fascist party activist and the exhausted mother of many children. He lives alone in an apartment opposite and is in fear of persecution by the Fascist state because he is anti-Fascist and homosexual.
This classic 1970s Italian film, winner of international prizes for best foreign film (César and Golden Globe) and nominated for an Oscar, tells the story of how this chance encounter between Antonietta and Gabriele, two marginalised people in an oppressive, patriarchal society, becomes a special kind of love story.
Next CLLEAR seminar: Methodological considerations in measuring ambiguous relative clause attachment strategies in bilinguals
The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Monday 16th April 2018 at 15:30 in Room 1011, Building 67, Highfield Campus. The talk is entitled “Methodological considerations in measuring ambiguous relative clause attachment strategies in bilinguals” and will be delivered by Elena Valenzuela from the University of Ottawa. All welcome!
Here is the abstract for this seminar:
It has been argued that monolinguals and bilinguals differ in how they resolve ambiguities in relative clause attachment. Cuetos and Mitchell (1988) first noted that sentences as in (1) and (2), which contain a complex NP of the type “NP of NP” followed by a relative clause (RC), are parsed differently depending on the language:
(1) She kissed the brother(NP1) of the poet(NP2) that was on the balcony.
(2) Elle a embrassé le frère(NP1) du poète(NP2) qui était sur la balcon.
In English (1), the poet is on the balcony whereas in the same sentence in French (2), it is the brother who is on the balcony. Languages can be grouped according to the parsing strategy for monolinguals: high attachment (Spanish, French, Greek, Italian, Japanese, etc.) and low attachment (English, Arabic, Brazilian Portuguese, Romanian, etc.).
Dussias and Sagarra (2007) found that language dominance was the Spanish-dominant bilinguals with limited exposure to English preferred high attachment in both languages, while bilinguals with extensive exposure to English preferred low attachment in both English and Spanish. Valenzuela et al. (2015) examined the parsing strategies of bilinguals in code-switched sentences and also found that language dominance and exposure played the greatest role for parsing. However, in these previous studies, participants were all living in an English environment at the time of testing which may have influenced so-called language dominance. In our study we test French/English bilinguals living their dominant language environment.
This research examines parsing strategies in monolingual and code-switched sentences to address the following research questions:
i. Does language dominance play a role in parsing strategies?
ii. Does direction of the language code-switch affect processing?
iii. Does the direction of the language code-switch affect processing differently based on individual’s language dominance?
Two groups of bilinguals: French/English living in English dominant environment (n=15) and French/English living in French dominant environment (n=14) were tested on their parsing strategies of French, English, and French/English code-switched ambiguous relative clauses. Participants were given two experimental tasks: Sentence Judgment Task and Sentence Completion Task. Results show that across the board low attachment was preferred regardless of the language environment and language dominance of the participant. This may suggest that, as in Dussias and Sagarra (2007), language exposure plays an important role. However, this may also be due to the prolonged language contact situation in Canada resulting in an emerging dialect. Results will be discussed in terms of language dominance, frequency of language usage, and appropriateness of the methodology used.
28 June 2018 1330-1630: Building 6, Highfield Campus, University of Southampton
The University of Southampton, which houses the Basque Child Refugee Archive in its Special Collections, plays host to an afternoon of talks, followed by an opportunity to see a new exhibition of work by the artist Claire Hignett. Booking is essential.
• Introduction and welcome: Dr J Beswick, University of Southampton
• The Spanish Civil War and the battle for the souls of the Basque children: Dr P Anderson, University of Leeds
• The Basque children in Suffolk – a local study: Dr E Packard, University of Suffolk
• The Spanish Civil War refugees and the French “concentration” camps of 1939: Dr G S Soo, University of Southampton
• The teachers from Spain who accompanied the Basque children into exile: Carmen Kilner, Basque Children Association 1937
• Questions, discussion and summary: Dr G S Soo
From Bilbao to Southampton to Salford: an exhibition of work by Claire Hignett
1630-1730: Level 4 Gallery, Hartley Library, Highfield Campus
An opportunity to view the exhibition, with tea.
Tickets for the event can be booked through Eventbrite.
CGE Research Seminar on 18th April: Tutor-student interaction in one-to-one academic writing tutorials
The next Centre for Global Englishes (CGE) seminar will take place on Wednesday 18th April 2018 from 5:00pm in Lecture Theatre C (room 1175), Building 65, Avenue Campus. The seminar will be presented by Ursula Wingate from King’s College London. All welcome!
Here is the abstract for this seminar:
One-to-one advice on academic writing, which has a long tradition in US universities, has recently proliferated in the UK university system. As this is a cost-intensive provision, evidence of teaching behaviours that lead to satisfactory outcomes for students is important. Previous research has identified dialogic instructional discourse, in which knowledge is scaffolded and co-constructed, as a feature successful tutorials (e.g. Haneda 2004; Thonus 2002). In a recent study, I analysed ten tutorials involving five tutors and eight students for interactional features related to dialogic teaching, focusing on exchange initiations, distribution of knower roles, and moves which facilitated extended sequences of exploratory talk. The findings show a prevalence of collaborative dialogue that enabled the joint construction of meaning and knowledge. However, there were also examples of monologic tutoring, characterised by a lack of questions and a high occurrence of unmitigated directives. Based on these findings, I make some recommendations for tutor training and the organisation of academic writing tutorials.
Haneda, M. (2004). The joint construction of meaning in writing conferences. Applied Linguistics 25, 178–219.
Thonus, T. (2002). Tutor and student assessments of academic writing tutorials: What is “success”? Assessing Writing 8, 110–134.