Saturday, September 24, 2016 | 2:00 4:15 pm | Concurrent Afternoon Sessions I – HM 150 HM 138 HM 140 HM 142 HM 144 HM 146 Profiling the The efficacy of a The combined effect of Heritage speakers’ Oral languaging: Effects How teachers Complex model text as an task repetition and processing of thematic of learner proficiency manipulate prosodic Dynamic alternative form of transcribing on L2 roles in Korean: level and target type cues in the FL Spanish 2:00 pm Systems of feedback speaking complexity, Evidence from ERPs classroom – 2:30 pm learner accuracy, and fluency Ahlem Ammar & language: A Jeongeun Jessie Kim Lee, Hanene Melki Emily Kuder combination of & Eun Sung Park Hsiu-Chen Hsu &Haegwon Jeong cognitive, social, and Teacher commentary Task complexity and L2 How effective are Child EFL interaction: Secondary science cultural on L2 writing: When learners' pragmatic processing instruction Age, instructional setting teachers and L2 writing perspectives do students attend to development and structured for and development instruction 2:35 pm – comments? classroom heritage 3:05 pm language development? Zohreh R. Eslami & Ainara Imaz Agirre, Shim Lew Farah Akbar, Hedy McGarrell Yunkeyong Choic Maria del Pilar, & Yuan-Yuan Melissa Bowles Garcia Mayo Meng Natalia Understanding The effectiveness of Compliment responses Task repetition and its Saez, Yan Li, cognitive processes processing instruction: A Spanish heritage impact on EFL children's George Hicks, triggered by prompts meta-analysis speakers pair dynamics 3:10 pm – & Vanessa 3:40 pm Sheu Megumi Fujio & Michael J. Leeser Monica de la Fuente María del Pilar García Roy Lyster Iglesias Mayo & Ainara Imaz Agirre In the face of fallible Heritage child AWE feedback: How grammatical production do students respond? in the L1 and L2: KDG and Grade 1 3:45 pm – Lifang Bai & 4:15 pm Guangwei Hu Kristina Bustamente, Estrella Rodriguez, Carla Wood, & Gretchen Sunderman
Saturday, September 24, 2016 | 2:00 – 4:15 pm | Concurrent Afternoon Sessions I HM 150 HM 138 HM 140 HM 142 HM 144 HM 146 2:00 pm – 2:30 pm Profiling the Complex Dynamic Systems of learner language: A combination of cognitive, social, and cultural perspectives Farah Akbar, Yuan-Yuan Meng Natalia Saez, Yan Li, George Hicks, & Vanessa Sheu The efficacy of a model text as an alternative form of feedback Jeongeun Jessie Kim & Eun Sung Park The combined effect of task repetition and transcribing on L2 speaking complexity, accuracy, and fluency Hsiu-Chen Hsu Heritage speakers’ processing of thematic roles in Korean: Evidence from ERPs Lee, &Haegwon Jeong Oral languaging: Effects of learner proficiency level and target type Ahlem Ammar & Hanene Melki How teachers manipulate prosodic cues in the FL Spanish classroom Emily Kuder 2:35 pm – 3:05 pm Teacher commentary on L2 writing: When do students attend to comments? Hedy McGarrell Task complexity and L2 learners' pragmatic development Zohreh R. Eslami & Yunkeyong Choic How effective are processing instruction and structured for classroom heritage language development? Melissa Bowles Child EFL interaction: Age, instructional setting and development Ainara Imaz Agirre, Maria del Pilar, & Garcia Mayo Secondary science teachers and L2 writing instruction Shim Lew 3:10 pm – 3:40 pm Understanding cognitive processes triggered by prompts Megumi Fujio & Roy Lyster The effectiveness of processing instruction: A meta-analysis Michael J. Leeser Compliment responses Spanish heritage speakers Monica de la Fuente Iglesias Task repetition and its impact on EFL children's pair dynamics María del Pilar García Mayo & Ainara Imaz Agirre 3:45 pm – 4:15 pm In the face of fallible AWE feedback: How do students respond? Lifang Bai & Guangwei Hu Heritage child grammatical production in the L1 and L2: KDG and Grade 1 Kristina Bustamente, Estrella Rodriguez, Carla Wood, & Gretchen Sunderman