The LCA initiates the biennial Learner Corpus Research Conferences.
The LCR 2019 conference will be held in Warsaw, Poland.
Previous LCR conferences were:
The LCA Board already welcomes proposals for the organisation of LCR2021! Please contact María Belén Díez Bedmar, LCA conference officer, for further details.
The LCA also maintains a calendar of events related to learner corpus research. Please send us info about related conferences, workshops, etc via the contact form.
While traditional views of second language acquisition (SLA) typically acknowledge a role for the contexts in which language learning occurs, contexts and learners are nonetheless treated as separate entities within a one−directional relationship, in which the external (i.e., contexts) acts upon the internal (i.e., learner characteristics) (Mercer, 2015, 2016; Ushioda, 2009, 2015). However, the ‘dynamic turn’ in SLA research has increasingly questioned this view and argued for a conceptual shift towards considering individuals’ dynamic interactions with diverse contexts in which the learner and his/her environment are in an ongoing, mutually influential relationship (Dörnyei & Ryan, 2015; Larsen−Freeman, 1997, 2015; Ushioda, 2009, 2015). Under this view, contexts are conceived at both micro− and macro−level scales that include cognitive, social, cultural, pedagogical, physical, and temporal factors (Dörnyei, MacIntyre, & Henry, 2015; King, 2016; Larsen−Freeman & Cameron, 2008).
Over the last decade, the construct of second language (L2) motivation has received the most theoretical and empirical attention in this realm, primarily within Dörnyei’s socio−dynamic L2 Motivational Self System (Dörnyei, 2005, 2009; Dörnyei & Ushioda, 2009), which seeks to understand motivational dynamics of possible selves (Markus & Nurius, 1986) in relation to context and temporal fluctuation (Dörnyei, MacIntyre, & Henry, 2015). While this model has spurred significant research output in the last 10-12 years (Al−Hoorie, 2017), studies have almost exclusively been conducted in instructed contexts of English as a second/foreign language (ESL/EFL). This crucial gap limits our understanding of the range of potentially relevant contextual factors that interact with how learners perceive and construe their possible selves within different learning environments, such as study abroad (Irie & Ryan, 2015) and heritage contexts (Kurata, 2015), and in relation to other target languages, like Chinese (Xie, 2014) and Spanish (Serafini, In Press).
The goal of the current colloquium aims to contribute to closing this gap by fostering productive dialogue around the need to contextually situate learner selves in relation to relevant historical, psychological, social, cultural, and pedagogical factors that characterize contexts where target languages other than English are under study. In this vein, the present call for proposals invites original conceptual, empirical, methodological, and practically–oriented work that sheds light on the dynamic, co−adaptive nature of context and learners’ self-concept in order to not only gain theoretical and methodological insight but also practical insight for educators working in a variety of settings (e.g., Lasagabaster, Doiz, & Sierra, 2014).
2nd Call for Papers:
Please consider submitting a proposal to participate in a colloquium organized around the theme: ‘Situating language learner selves in context: Theoretical, empirical, and practical implications’. Proposals should consist of a title (20 words), an abstract (300 words), and a summary (50 words) and should be submitted in a single PDF to Ellen J. Serafini (eserafi2gmu.edu) by July 1, 2017. Authors of selected submissions will be notified by July 15, 2017.
We welcome submissions for paper presentations that (i) approach their topic of inquiry from a dynamic theoretical perspective; (ii) explore motivational phenomena in relation to macro– and/or micro–level contexts and timescales; (iii) investigate possible selves in a range of contexts including, but not limited to, instructed or naturalistic L2/FL/heritage settings, Content and Language Integrated Learning (CLIL), immersion, study abroad, service learning, etc.; (iv) study participants learning several different target languages; and (v) utilize quantitative, qualitative, or mixed methods approaches to address research questions.
We look forward to receiving your submission!
Duolingo invites research teams to participate in the first SLA Modeling (SLAM) Shared Task, in conjunction with the 13th BEA Workshop and the NAACL-HLT 2018 conference. You can access the detailed task description at: http://sharedtask.duolingo.com .
The goal of this task is to predict future mistakes that learners of English, Spanish, and French will make, based on a history of mistakes they have made in the past. The data set contains more than 2 million tokens (words) from exercises submitted by 6,000+ students over the course of their first 30 days using Duolingo (https://www.duolingo.com).
New and interesting research opportunities in this task:
- There are three tracks for learners of (1) English, (2) Spanish, and (3) French. Teams are encouraged to explore features which generalize across all three languages.
- Anonymized learner IDs and time data will be provided. This allows teams to explore various personalized, adaptive SLA modeling approaches.
- The sequential nature of the data also allows teams to model language learning (and forgetting!) over time.
Training and development data, baseline code, and evaluation scripts are now ready and available for the task. Test data will be release in February 2018, with final evaluations taking place in March. For more details, please consult the task website.
Shared Task Website:
Shared Task Discussion Group:
Jan 10, 2018 – Data release (phase 1): TRAIN and DEV sets
Feb 19, 2018 – Data release (phase 2): blind TEST set
Mar 19, 2018 – Final predictions deadline
Mar 21, 2018 – Final results announcement
Mar 28, 2018 – Draft system papers due
Apr 16, 2018 – Camera-ready system papers due
Jun 05, 2018 – Workshop at NAACL-HLT in New Orleans!
Burr Settles (Duolingo), Chris Brust (Duolingo), Erin Gustafson (Duolingo), Masato Hagiwara (Duolingo), Bozena Pajak (Duolingo), Joseph Rollinson (Duolingo), Hideki Shima (Duolingo), Nitin Madnani (ETS)
SLAM Shared Task Organizers
The faculty of Linguistics and Literary Studies at the University of Bremen, Germany, is pleased to announce that it will host a summer school on Learner Corpus Research in August 2018, organised under the aegis of the Learner Corpus Association.
The aim of the event is to introduce researchers into the field of Learner Corpus Research through a series of overview lectures and hands-on sessions. The summer school is targeted at both young researchers, e.g. PhD students who have recently embarked on a learner corpus project, but also more experienced researchers from neighbouring fields such as corpus linguistics, SLA or LTA who want to know more about this dynamic, interdisciplinary field of research.
The following topics will be covered:
- an overview of the field of LCR and its resources
- learner corpus methodology and annotation
- statistics for the analysis of learner corpus data
- combining learner corpora with other data types in SLA research
- a selection of elective modules (consisting of a lecture and hands-on session) depending on the needs and interests of the participants
The classes are taught by an international team of leading experts in the field. Participants will also have the opportunity to give a brief presentation on their project and meet one of the teachers to discuss their projects individually.
- registration fee: EUR 55
- no tuition fees
- small bursary for international PhD students towards their travel expenses
Online registration opens on Friday, January 26th, at noon. For practical reasons, the number of participants is restricted to 22 people. In order to register, download our application form, fill it in and sent it by e-mail to Mrs. Reinhilt Schultze at email@example.com.