“THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – HOW DO WE DEAL WITH ITS GAPS?”

ABSTRACT SUBMISSION

Deadline: 15 October, 2016

Online form for submission of abstracts

6TH BREMEN SYMPOSIUM ON LANGUAGE LEARNING AND TEACHING AT UNIVERSITIES

 

“THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – HOW DO WE DEAL WITH ITS GAPS?”

Friday, 24 February  2017 – Saturday, 25 February 2017 at the University of Bremen

Curriculum development, assessment of linguistic achievement, materials development, educational standards – for more than 15 years, the Common European Framework of Reference for Languages has been considered an established framework which provides orientation and ideas for the various contexts in which learning and teaching foreign languages takes place.
On a practical level, limitations to the applicability of the CEFR have also become apparent, and there are certain aspects which the present scales and theoretical descriptions of the CEFR do not (sufficiently) take into account as yet, such as the specific features of language teaching at universities. These limitations and gaps must be discussed on both the practical level and also in relation to its theoretical foundations in order for there to be constructive further development.
The 6th Bremen Symposium would like to offer a platform to present possible approaches for solving the problem of how to deal with the limitations and gaps of the CEFR. Contributions could focus on task-based language learning, dealing with heterogeneity, plurilingualism, interculturality or learner autonomy, for example. Empirical, practical or theoretical approaches can also be presented and discussed.

Hosting Institutions

Fremdsprachenzentrum der Hochschulen im Land Bremen (FZHB) in cooperation with the Arbeitskreis der Sprachenzentren, Sprachlehrinstitute und Fremdspracheninstitute (AKS).

Registration

from 1 September 2016

Organizers

Fremdsprachenzentrum der Hochschulen im Land Bremen
Universität Bremen
Bibliothekstraße 1
28359 Bremen

https://www.fremdsprachenzentrum-bremen.de/2126.0.html?&L=1

Research Assistant (Part Time, Fixed Term)

Salary: £25,023-£28,982

Adverbs in spoken language: A corpus-based analysis of learner and native-speaker language and its pedagogical implications

We are looking for a Research Assistant (0.6 fte) to work on the above research project which is funded by the Cambridge Humanities Research Grant scheme.

You will facilitate the analysis of corpus data in the context of the project; assist in language corpus data processing and analysis; assist in literature review analysis; and assist in preparation of a research publication, along with other duties in support of the project.

You will need an undergraduate degree in applied linguistics or related discipline; knowledge of corpus linguistics and language frequency data interpretation, and of applied linguistics and learner language research fundamentals.  You will also be able to work independently and will be able to conduct literature review analysis.  A knowledge of W-matrix and Sketch Engine is desirable.

For full details of the person specification, and the duties of the post please see the further particulars.

To apply online for this vacancy and to view further information about the role, please visit: http://www.jobs.cam.ac.uk/job/10522.

This will take you to the role on the University’s Job Opportunities pages. There you will need to click on the ‘Apply online’ button and register an account with the University’s Web Recruitment System (if you have not already) and log in before completing the online application form.

For informal enquiries about the post, please contact Pascual Pérez-Paredes (pfp23@cam.ac.uk)

We hope to hold interviews on 26 or 27 July 2016.

Please quote reference JR09264 on your application and in any correspondence about this vacancy.

Closing date: 30 June 2016


Human Resources Office
Faculty of Education, University of Cambridge
184 Hills Road, Cambridge, CB2 8PQ

 

Pascual Pérez-Paredes
University Lecturer
Research in Second Language Education (RSLE)
Faculty of Education
University of Cambridge

The TAL Journal, special issue on “NLP for learning and teaching”

Topic: NLP for learning and teaching

Foreign Language Learning and Teaching is one of the fields where the introduction of information and communication technologies (ICT) has proved particularly fruitful. It is thus no wonder that Computer-Assisted Language Learning (CALL) has been among the first, from the 1960’s, to integrate insights and techniques from Natural Language Processing (NLP) to create intelligent computer-assisted learning environments. Since then, various other fields and disciplines have also incorporated NLP into electronic learning environments to support self-directed learning, blended learning or classroom teaching. NLP has overall contributed to the improvement of learning environments, and to the development of research in the related fields. It has allowed for the improvement of integrated systems, not to say the widening of issues in the related fields.

Today, online learning tools, Massive Open Online Courses (MOOCs), Small Private Online Courses, Computer-Assisted Pronunciation Teaching (CAPT) systems, Computer-Assisted Instruction systems for mathematics, sign language learning applications, or Intelligent Tutoring Systems (ITS), among many others, are heavy “consumers” of NLP, or about to become it.

Integrating NLP into these systems enables to consider, process and reproduce for learning purposes aspects of the content of linguistic data, to create more advanced educational resources, but also to make the communication with the learner more relevant in a teaching context.

The aspects of NLP most frequently involved are analysis of learners’ responses, feedback provision, automated generation of exercises, and the monitoring of learning progress. Other aspects related to learning and teaching also involve NLP, such as plagiarism detection, writing support, use of learner corpora or parallel corpora to detect and resolve errors, or adaptive learning systems integrating ontologies for the associated domains.

The contribution of NLP to these systems is generally regarded as positive. It must be recognized, however, that only a handful of such applications have made it to the general public as a commercial software. In most cases, the systems never left the laboratory and have a limited range of use, sometimes only as a proof of concept. Is this due, as many believe, to the high production cost of NLP resources? Is it because of the current quality of NLP results? Is it a consequence of the integration strategy of NLP into these applications?

The goal of this issue of Traitement Automatique des Langues dedicated to “NLP for learning and teaching” is to summarize the contribution of NLP to instructional systems, both at a theoretical level (opportunities, limitations, integration methods) and at the level of learning systems – or parts of systems – production.

Authors are invited to submit papers on all the aspects of the implementation of NLP into Computer-Assisted Instruction (CAI) systems for a given discipline, as well as useful tools for this task, in particular regarding, but not limited to, the following issues and tasks:

·        Contribution of (written or spoken) NLP to CAI systems.

·        Needs and requirements of NLP techniques and methods for instructional systems design.

·        Instructional design methodology for NLP-based CAI systems.

·        Presentation of systems and learning tools involving NLP.

·        Collection and use of language corpora for pedagogical purposes using NLP.

·        Use of learner corpora and error annotation using NLP.

·        Automated evaluation of learner writing and short answers using NLP.

·        (Semi-)automated diagnostic assessment and remedial help.

·        Design and setting up of activities involving NLP.

·        Language resources for NLP-based instruction and learning.

·        Automated selection of text resources based on pedagogical criteria.

·        Development, presentation and use of linguistic and metalinguistic information for pedagogical purposes.

·        Learner modelling based on his linguistic output.

·        Approaches and methods for plagiarism detection.

Position papers and state of the art papers are also welcome.

Language

Papers can be written in French or in English. Submissions in English will only be accepted if at least one of the authors is not a native speaker of French.

Submission guidelines

Submitted papers should be 20 to 25 pages long. Any dispensation regarding length should be previously discussed with the guest editors.

Authors are invited to submit their paper as a PDF file on http://tal-57-3.sciencesconf.org/ , by clicking on “Soumission d’un article”, after having previously registered and logged in on SciencesConf.org.

The TAL Journal follows a double-blind peer-reviewing process. All submissions must be carefully anonymized.

Stylesheets are available online on the journal website: http://www.atala.org/IMG/zip/tal-style.zip .

Important dates

·        Paper submission deadline: 28 October, 2016

·        Notification to the authors after first review: 17 February, 2017

·        Notification to the authors after second review: 28 April, 2017

·        Publication: September 2017

Journal

Traitement Automatique des Langues is an international journal published since 1960 by ATALA (Association pour le traitement automatique des langues) with the support of CNRS. It is now published online, with an immediate open access to published papers, and annual print on demand. This does not change its editorial and reviewing process.

Guest editors

·        Georges Antoniadis, Université Grenoble-Alpes, LIDILEM, France

·        Piet Desmet, KU Leuven, iMinds-ITEC, Belgium

Editorial Board

·        Véronique Aubergé, LIG, Université Grenoble-Alpes, France

·        Yves Bestgen, IPSY, Université Catholique de Louvain, Belgique

·        Eric Bruillard, STEF, ENS Cachan, France

·        Cristelle Cavalla, DILTEC, Université Sorbonne Nouvelle, France

·        Thierry Chanier, LRL, Université Blaise Pascal de Clermont Ferrand, France

·        Françoise Demaizière, Université Paris Diderot, France

·        Philippe Dessus, LSE, Université Grenoble-Alpes, France

·        Sylvain Detey, Waseda University, Japon

·        Walt Detmar Meurers, Universität Tübingen, Allemagne

·        Maxine Eskenazi, Carnegie Mellon University, USA

·        Cédrick Fairon, CENTAL, Université Catholique de Louvain, Belgique

·        Dan Flickinger, LinGO Laboratory, Stanford University, USA

·        Nuria Gala, LIF, Aix-Marseille Université, France

·        Sylviane Granger, CECL, Université Catholique de Louvain, Belgique

·        Nathalie Kübler, CLILLAC, Université Paris Diderot, France

·        Jean-Marc Labat, LIP6, Université Pierre-et-Marie-Curie, France

·        Patrice Pognan, PLIDAM, INALCO, France

·        Mathias Schulze, University of Waterloo, Canada

·        Isabel Trancoso, Instituto Superior Técnico, Portugal

·        Stefan Trausan-Matu, Universitatea Politehnica din Bucuresti, Roumanie

·        Elena Volodina , University of Gothenburg, Suède

·        Virginie Zampa, LIDILEM, Université Grenoble-Alpes, France

·        Michael Zock, LIF, Aix-Marseille Université, France