BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:5592-3af99443d3d9f1382f8dadd85b727f2b@events.la.psu.edu DTSTAMP:20260811T122422Z DTSTART;TZID=America/New_York:20200625T090000 DTEND;TZID=America/New_York:20200625T103000 SUMMARY:Manuel Pulido-Azpíroz (Penn State) - Desirable Difficulties in Learning L2 Collocations: The Role of Native Language Regulation DESCRIPTION:\nAn aspect of language that shows large variability in lear ning success is that of collocations\, a specific type of multi-word uni t. Collocations are predictable and expected for the native speakers of a language (e.g.\, &ldquo\;catch a cold&rdquo\;\, &ldquo\;run a business &rdquo\;). But for L2 speakers\, learning incongruent collocations (thos e that have partially overlapping lexical make-up across the two languag es) is highly problematic. Prior learning studies have suggested that in put conditions that cause interference should be avoided. An alternative approach inspired in the literature on desirable difficulties is that\, to learn and process incongruent L2 collocations efficiently\, L2 speak ers must learn to inhibit the equivalent L1 collocations. I will report on two studies: The first study tested the counter-intuitive prediction that learning would be improved when practice conditions induce L1-relat ed interference. In a second study I propose a new approach to quantify within-language competition in collocations.\n\nFor more details: https: //events.la.psu.edu/event/manuel_pulido-azpiroz_penn_state_-_desirable_d ifficulties_in_learning_l2_collocations_the_role_of_native_language_regu lation/ X-ALT-DESC;FMTTYPE=text/html:

An aspect of la nguage that shows large variability in learning success is that of collo cations, a specific type of multi-word unit. Collocations are predictabl e and expected for the native speakers of a language (e.g., “catch a cold”, “run a business”). But for L2 speakers, lear ning incongruent collocations (those that have partially overlapping lex ical make-up across the two languages) is highly problematic. Prior lear ning studies have suggested that input conditions that cause interferenc e should be avoided. An alternative approach inspired in the literature on desirable difficulties is that, to learn and process incongruent L2 c ollocations efficiently, L2 speakers must learn to inhibit the equivalen t L1 collocations. I will report on two studies: The first study tested the counter-intuitive prediction that learning would be improved when pr actice conditions induce L1-related interference. In a second study I pr opose a new approach to quantify within-language competition in collocat ions.

For more details: https://events.la. psu.edu/event/manuel_pulido-azpiroz_penn_state_-_desirable_difficulties_ in_learning_l2_collocations_the_role_of_native_language_regulation/< /p> END:VEVENT END:VCALENDAR