Gjesteforelesning ved Professor Diane Larsen-Freeman, University of Michigan

Professor Diane Larsen-Freeman, University of Michigan

besøker UiB 21.-23. mai 2012.

Arrangementet er i regi av

                    ASKeladden-prosjektet og “Strategier for språkkompetanse”


Onsdag 23. mai  2012

10.00–12.00, rom 304A (Sydneshaugen skole)

            Seminar i regi av ASKeladden-prosjektet.

The seminar begins with a presentation of the ASKeladden project “A corpus-based approach to L1 transfer in Norwegian learner language”. Then the PhD students in ASKeladden give a short presentation (about ten minutes) over a self-elected theme that ends up with one or two concrete questions for discussion (about ten minutes). The seminar ends with a presentation about the evolution of views on transfer in SLA, given by Diane Larsen-Freeman, and a discussion around this theme.

10.00-10.15 Anne Golden: The ASKeladden project

10.15-10.35 Ann-Kristin Helland

10.35-10.55 Snorre Karkkonen Svensson

10.55-11.15 Silje Ragnhildstveit

11.15-11.40 Diane Larsen-Freeman:

            Evolution of views on transfer in SLA

11.40-12.00 Diskusjon

Sammendrag av de to åpne forelesningene

ved Professor Diane Larsen-Freeman

Transforming Conceptions of Language and its Development: What is on Offer from Complexity Theory

Complexity Theory, also known as Dynamic Systems Theory, is a theory originating in the physical sciences. However, its focus on complex, dynamic, nonlinear systems has much to offer those of us interested in language. I will begin this talk by discussing the theoretical tenets underpinning Complexity Theory. Then, I will proceed to apply them to language, making some necessary adaptations for our human enterprise. I will go on to propose that not only does a Complexity Theory perspective transform our concept of language, but it also inspires a helpful way of conceiving of second language acquisition/development. In fact, drawing on the theory, I will suggest that language, its use, its evolution, and its development are self-similar processes, albeit operating at different timescales.

Grammaring and the Transfer of Learning

Grammar is often viewed as contributing “form” to language.  While this is not in dispute, grammar is about much more than form.  Grammatical forms have meanings and uses as well.  Indeed, it is often the meaning or the use of a grammatical form that represents its greatest long-term learning challenge.  In addition, grammar is not a static system of forms.  Language forms are constantly being transformed through use. 

These observations about grammar have important consequences for language pedagogy.  I have coined the term “grammaring” to capture the difference between the traditional teaching of grammar and the teaching of grammar informed by these newer observations.  Importantly, grammaring has implications for how we help our students to overcome the transfer of learning problem.



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