Eliciting data in second language research: Challenge and innovation.

A series of invited colloquia, hosted by the IRIS project.

Monday 2nd - Tuesday 3rd September, 2013

at the University of York, UK.

The IRIS team is pleased to announce a two-day series of invited talks and poster presentations, to bring together researchers working across diverse areas of second language studies.

Content of papers. Each presentation will be a conference-style paper, a hands-on workshop, or a demonstration. Questions to be addressed include:

  • What data collection tool or approach does this presentation focus on?
  • What sorts of data emerge from using this tool/instrument?
  • What are some of the methodological challenges that come up when using this particular elicitation technique or approach to collecting data?
  • How do such challenges impact theory, findings, or research designs?
  • Are there recent innovations, developments, or refinements of this tool or approach?
  • Do any other kinds of measures / instruments / tests contribute to our understanding of the use of this elicitation tool?

Each colloquium will end with a discussion of 20 minutes.

Full Academic Programme


Monday 2nd Sept.
Emma Marsden, Alison Mackey [slides: one, two]
Eliciting data on identity in L2 language learning
Kimberly Noels (University of Alberta) [slides]
Alison Mackey, Sheena Shah, Kaitlyn Tagarelli and Sam Kirkham (Georgetown University / Lancaster University) [slides]
Sarah Mercer (University of Graz) [slides]
Florentina Taylor (University of York) [slides]
11:00-11:30 Break
On-line methods for investigating L2 processing
Casey Lew-Williams (Northwestern University) [slides]
Leah Roberts (University of York) [slides]
Guillaume Thierry (Bangor University) [slides]
Danijela Trenkic (University of York) [slides]
1:30-3:30 LUNCH
MONIQUE E BEAUDOIN (Office of Naval Research Global). Applying for ONR Global funding.
3:30-4:00 Break
Eliciting different types of knowledge of L2 morphosyntax
Rosemary Erlam (University of Auckland) [slides, audio clips: one, two, three, four]
Kara Morgan-Short (University of Illinois at Chicago) [slides]
Patrick Rebuschat (Lancaster University) [slides]
John Williams (University of Cambridge) [slides]
7:00 Conference Dinner at St William's College
Tuesday 3rd Sept.
Measuring working memory capacity for L2 learning research
Graham Hitch, Meesha Warmington and Swathi Kandru (University of York) [slides]
Rita Kaushanskaya (University of Wisconsin-Madison) [slides]
Steve Majerus (University of Liège) [slides]
Elisabet Service (McMaster University) [slides]
10:30-11:00 Break
Eliciting oral interaction data
Bryan Smith (Arizona State University) [slides]
María del Pilar García Mayo (University of the Basque Country) and Eva Alcón Soler (University Jaume I (Castello)) [slides, audio clip]
Rhonda Oliver (Curtin University) [slides]
Jenefer Philp (Lancaster University) [slides]
1:00-2:00 LUNCH
Eliciting priming effects in L2 learning research
Kim McDonough (Concordia University) [slides]
Marije Michel (Lancaster University) [slides]
Pavel Trofimovich (Concordia University) [slides]
Anita Thomas (Lund University) [slides]
4:00-4:30 CLOSING DISCUSSION: Challenges ahead and a role for IRIS
Emma Marsden and Alison Mackey


Insights from real-time measurement of L2 state motivation. (Maimoonah Al Khalil, King Saud University)
Perception and production of English vowels by FL learners: Towards a foreign language model. (Rana Alhussein Almbark, University of York)
Speech and communication in educational settings in Northern Ireland. (Catriona Arlow, Queens University Belfast)
Measuring short term memory for serial order and incidental learning as aptitudes for L2 idiomaticity. (Cylcia Bolibaugh, St Mary's University College)
Acquiring new words from syntactically simple and complex text by L2 learners of German. (Denisa Bordag, Amit Kirschenbaum, Andreas Opitz, and Erwin Tschirner, University of Leipzig)
Acquiring the phonetics and/or phonology of English word stress. (Nadia Bouchhioua, Universite de la Manouba, Tunisia, Rana Alhussein Almbark and Sam Hellmuth, University of York)
Investigating L2 grammar knowledge acquisition under implicit and explicit learning conditions. (Nadiia Denhovska, The University of Manchester)
The evolution of elicited imitation: Syntactic priming comprehension and production task. (Amy Fang-Yen Hsieh, Man-Kit Lee. University of Cambridge)
How complete are think-alouds? A comparison of verbal reports and finger tracking during L2 reading. (Aline Godfroid and Le Anne Spino, Michigan State University)
Elicited imitation task as a method for proficiency assessment in institutional and research settings. (Stéphanie Gaillard, University of Illinois at Urbana-Champaign and Dr Annie Tremblay, University of Kansas)
Eliciting knowledge about morphosyntax from young foreign language learners. (Rowena Hanan and Emma Marsden, University of York)
Collecting and analysing longitudinal oral L2 data: Experiences from the SALA-COLE Project. (Maria Juan-Garau, University of the Balearic Islands and Carmen Pérez-Vidal, Universitat Pompeu Fabra)
Using micro-genetic studies in L2 acquisition research. (Vera Kempe, University of Abertay Dundee, Patricia J. Brooks, City University of New York)
A methodological nightmare and a goldmine of data: Measuring outcomes in an experimental evaluation of CLIL. (Liss Kerstin Sylven, University of Gothenburg)
On the quandary of L1 English language learner identity: predicaments of learner group identity and consequences for data eliciting. (Ursula Lanvers, Open University)
Picture verification task: Toward an understanding of the relationship between L2 sentence processing and grammar acquisition. (Agnieszka Latos and Marzena Watorek, Université de Paris 8 and CNRS)
CorrectMe: a grammar checker that teaches and learns at the same time. (Jim Lawley, Universidad Nacional de Educación a Distancia)
Using picture stories to elicit oral data on the acquisition of the past simple tense. (Hanne Roothooft, University of Navarre)
Re-evaluating dictation: The effectiveness of transcription tasks for developing intensive listening skills. (Jon Rowberry, Sojo University)
The role of multimodality in early L2 vocabulary learning and memorisation. (Sarah Jane Rule and Rosamond Mitchell, University of Southampton)
Extensive reading and development of L2 learners' reading efficiency: an eye movement study. (Miho Sasaki, Keio University)
Sentence recall in natives and near natives. (Judith Schweppe[1], Ralf Rummer[1], Sandra Barth[2], and Almut Ketzer[1], [1]University of Erfurt, [2]Kiel University)
Eye tracking in learner interaction: A CALL perspective. (Bryan Smith, Arizona State University)
Quantitative and qualitative differences between single and multiple word association tasks in L2. (Tessa Spätgens, University of Amsterdam)
Eye-tracking for Chinese online learning. (Ursula Stickler, The Open University, and Lijing Shi, London School of Economics)
Eliciting priming effects in synchronous computer mediated communication [title TBC] (Laura Stiefenhöfer, University of Duisburg-Essen, Germany)
Measuring acquisition at the syntax/semantics interface: an example from instructed L2 German. (Elizabeth Thoday, Heriot-Watt University)
Investigating WM effects in SLA. (Clare Wright, Newcastle University)

The IRIS project is funded by the Economic and Social Research Council and the British Academy.

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