The Centre for Research in Language Development throughout the Lifespan (LaDeLi) presents an international workshop in June 2020, hosted at the University of Essex.
University of Essex
Jean-Marc Dewaele (Birkbeck, University of London), Robert McKenzie (Northumbria University), Silke Paulmann (University of Essex)
Language and Linguistics, Department of
Event postponed until further notice:
Please check the LaDeLi website to find out about our future events.
The learning, language use and language processing are influenced by a multitude of factors which interact constantly and dynamically. In bi- and multilingual speakers, this interaction can be expected to be even more complex than in monolingual speakers.
Traditional approaches to understanding the role of individual differences in language learning and use have often focused on either the affective or the cognitive dimension, but rarely on both in conjunction. This workshop will aim to explore the interface of these two dimensions and seek to address questions such as how emotion and cognition interact, and what this means for the learner’s/speaker’s processing, development and usage of language, especially in bi- and multilingual contexts.
In addition, the workshop will bring in social psychological perspectives of language learning and use. This strand will address the development of social attitudes and evaluations towards particular language varieties, and the processes of social cognition through which these attitudes manifest themselves.
We invite papers and posters that speak to the issues outlined above. Emotion and cognition are conceptualised broadly and encompass (but are not restricted to): learners’/speakers’ attitudes to (aspects of) the language(s) and language varieties they know or have encountered, perceptions and beliefs about language, language learning and language use, personality variables, processing preferences/stylistic preferences and their interaction with language achievement and use, the impact of cognitive load on emotion and its regulation, and the impact of emotion on cognitive and metacognitive processes.
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