Monterey Bay Applied Linguistics Symposium

May 17, 2019 HUM 2, 259

Department of Languages & Applied Linguistics University of California, Santa Cruz

MontereyBayAppliedLinguisticsSymposiumMay172019atHUM2,259,UniversityofCalifornia,SantaCruz

Program

9:00AM-OpeningRemarks:BryanDonaldson,MarkAmengual,KimberlyAdiliaHelmer

9:30-10:00–ThorSawin(MiddleburyInstituteofInternationalStudies):FromSerialMonolingualism

toPolylingualismintheField:PolicyandPerspectiveChallengesinaLargeNGO

10:00-10:30 - John Hedgcock (Middlebury Institute of International Studies): Obstacles and

OpportunitiesinCultivatingTeacherLanguageAwareness

10:30-11:00 - Jason Martel (Middlebury Institute of International Studies): Enacting an Identity

ApproachinLanguageTeacherEducation

11:00-11:30 -Netta Avineri (Middlebury Institute of International Studies):Language and Social

JusticeinPractice:FromClassroomActivitiestoCollaborativeAdvocacy

11:30-1:30–Lunchbreak

1:30-2:00 - Laura Callahan (Santa Clara University): Symbolic Uses of Spanish in U.S. Film and

Newspaper

2:00-2:30-RebeccaPozzi(CaliforniaStateUniversityMontereyBay),ChelseaEscalante(University

ofWyoming)andTracyQuan(UniversityofDelaware):TheMeta-PragmaticAwarenessofHeritage

SpeakersStudyingAbroadinaNon-HeritageCountry

2:30-3:00 -Avizia Long (San Jose StateUniversity): IntervocalicRhotic Pronunciation byKorean

LearnersofSpanish

3:00-3:30 -Ala Simonchyk (Defense Language Institute): Down the Rabbit Hole: From Separate

CategoriesinProductiontoFuzzyPhonolexicalRepresentationsinL2

3:30-4:00–Coffee/Teabreak

4:00-4:30–MagdalenaRomera&GorkaElordieta(UniversityofCalifornia,SantaCruz):TheFalling

Intonational Contours of Polar Interrogatives in Basque Spanish and Their Correlation With

LanguageAttitudesandDegreeofContactwithBasque.

4:30-5:00 – Stephen Fafulas (University of California, Santa Cruz): Cross-linguistic Variation of

SimplePresentandPresentProgressiveForms

5:00-5:30-DonMiller (UniversityofCalifornia,SantaCruz):BeyondCoverage-BasedEvidenceof

WordListReliability

5:30-6:00 -Bryan Donaldson (University of California, Santa Cruz):Word Order and Discourse

StructureinEarlyOldFrench:CliticPositioninCoordinatedDeclaratives

6:00-ClosingBusinessMeetingandvisittoHumbleSeaBrewery

SymposiumSpeakers

Netta Avineri is TESOL/TFL Associate Professor andInterculturalCompetence Committee Chair atthe Middlebury Institute ofInternationalStudiesatMonterey(MIIS).SheistheMiddleburySocialImpact Corps Scholars Program Director, co-founded the MIISInterculturalDigitalStorytellingProject,andteachesServiceLearningandTeacherEducationcoursesatCSUMontereyBay.Nettaisanappliedlinguist and linguistic anthropologist who teaches education,intercultural competence, applied linguistics, research methods, andservice-learning courses.Her research interests include language andsocialjustice,criticalservice-learning,interculturality,andheritageandendangeredlanguagesocialization.Netta’sindividualandcollaborativeresearch has been published in various media outlets, academicjournals, and books.Netta's bookResearch Methods for LanguageTeaching:Inquiry,Process,andSynthesiswaspublishedin2017andsheis one of the five co-editors ofthe 2019 volumeLanguage and SocialJustice in Practice.Netta is also the American Association for AppliedLinguisticsPublicAffairsandEngagementCommitteeChair.

LauraCallahan,formerlyProfessorofHispanicLinguisticsatTheCityCollegeandGraduateCenter-CUNY,currentlyteachescoursesinSpanishlanguageand linguistics in theDepartmentofModernLanguagesandLiteratures at Santa Clara University. Her areas of interest are:codeswitching; language, race, and identity; interculturalcommunication; heritage language maintenance; and linguisticlandscapes. Recent publications have appeared inSpanish inContext,Heritage Language Journal, andL2 Spanish Pragmatics: FromResearchtoTeaching.

BryanDonaldson(PhD,IndianaUniversity)isanAssociateProfessorofFrenchandAppliedLinguisticsatUCSantaCruz,wherehecurrentlyservesasChairoftheDepartmentofLanguagesandAppliedLinguistics.His research focuses on word order and discourse structure in theacquisitionofFrenchasasecondlanguage(L2)andinOldFrenchandOld Occitan. In second language acquisition, his work primarilyexaminesthehighestlevelsofL2attainmentandhasshownthatnear-native speakers frequently converge on native speaker performancebenchmarks, for example in their use of pragmaticallymarkedwordordersandvariablestructures. InOldFrenchandOldOccitan,hehasexaminedthe interplaybetweenwordorder,discoursestructure,anddiachronicchange.HehaspublishedinvenuessuchasStudiesinSecondLanguage Acquisition, Language Learning, Lingua, AppliedPsycholinguistics, Journal of Linguistics, andCanadian Journal ofLinguistics.

Gorka Elordieta (PhD, University of Southern California, 1997) is aLinguistics professor in the Department of Linguistics and BasqueStudies at the University of the Basque Country (Spain). During the2018-2019 academic year he is a Visiting Research Associate andVisiting Associate Professor in the Department of Linguistics of theUniversity of California, Santa Cruz. His area of specialization isphonology, more concretely prosody, intonation and the interface ofphonology with syntax. He has been the principal investigator of anumberofresearchgrants in linguistics,andhaspublishedarticles injournals such as Phonology, Language and Speech, Journal of theInternational Phonetic Association or The Linguistic Review and involumes of Oxford University Press, John Benjamins and Mouton deGruyter.

StephenFafulasisAssistantProfessorattheUniversityofMississippianddirectoroftheStudyofCommunities,Involvement&OutreachandLinguistics(SoCIOLing)Laboratory.Currently,heisconductingresearchon U.S. Spanish and teaching as a Lecturer in the Department ofLanguagesandAppliedLinguisticsattheUniversityofCalifornia,SantaCruz.HisresearchincorporatesworkonSpanish,English,andBrazilianPortuguese aswell as indigenous languages, such as Yagua, which isfeatured in his forthcoming volumeAmazonian Spanish: LanguageContactandEvolution.Whennotintheclassroomorlab,youarelikelyto findhimwithhis family, at themartial arts academy, or at a localcoffeeshop.

AProfessorofAppliedLinguistics,JohnHedgcockcurrentlyteachesinthe MATESOL and MATFL Programs at the Middlebury Institute ofInternational Studies at Monterey (MIIS). His recent research hasfocused on literacy development, genre-oriented literacy instruction,thesocializationofforeign-andheritage-languagelearnersinclassroomsettings, and language teacher preparation. He is the co-authorofTeachingReaders of EnglishandTeachingL2Composition.Hisotherpublications have appeared in theJournal of English for AcademicPurposes,AppliedLanguageLearning,andanumberofeditedvolumes.

JasonMartelisanAssociateProfessorofTESOL/TFLattheMiddleburyInstituteofInternationalStudiesatMonterey,whereheteachescoursesonforeign/secondlanguagepedagogyanddirectstheSummerIntensiveLanguage Program (SILP). He is an active member of the AmericanAssociationforAppliedLinguistics(AAAL)andtheAmericanCouncilforthe Teaching of Foreign Languages (ACTFL), for which he currentlyserves as Chair of the Teacher Development Special Interest Group.AlongwithFrancisTroyanandLaurentCammarata,heisaco-recipientof the 2017 Stephen A. Freeman Award for Best Published Article,conferred by the Northeast Conference on the Teaching of ForeignLanguages(NECTFL).Hispublicationscanbe foundForeignLanguageAnnals,JournalofAppliedLanguageLearning,andtheFrenchReview.

Avizia Long (Ph.D. Indiana University) is an Assistant Professor of

Spanish at San José State University. Her research interests includevariationinsecondlanguageSpanish,theacquisitionofSpanishbynon-English-speakinglearners,secondlanguageSpanishpronunciation,andpronunciationintask-basedlanguagelearningandteaching.Sheisco-authorofSociolinguisticsandSecondLanguageAcquisition:LearningtoUse Language in Context (Routledge, 2014), and she has publishedresearchinStudies inSecondLanguageAcquisition,Studies inHispanicandLusophoneLinguistics,Hispania,andseveraleditedvolumes.

Rebecca Pozzi (Ph.D., University of California, Davis) is an AssistantProfessor of Spanish Language and Linguistics at California StateUniversity, Monterey Bay, where she coordinates Lower DivisionSpanish,includingtheHeritageLanguageProgram,andteachescoursesin Spanish language, linguistics, and applied linguistics. Her researchfocusesonsecondandheritagelanguagedevelopment,sociolinguistics,study abroad, language pedagogy, language policy, and languagetechnology. Shehaspublished in journals includingHispaniaandTheCATESOLJournalandineditedvolumesfromRoutledgeandMultilingualMatters.

Ala Simonchykis Assistant Professor of Russian at the DefenseLanguage Institute in Monterey, CA. Her research interests focus onpronunciationinstruction,experimentalphonetics,andsecondlanguagespeech processing, specifically on how various domains, such asperception,production,lexicalencodingandorthographyinteractwitheachotherintheacquisitionofL2phonologies.

DonMiller isanAssistantProfessor in theDepartmentof LanguagesandAppliedLinguisticsattheUniversityofCalifornia,SantaCruz,wherehe teaches courses on second language acquisition, L2 teaching, andresearchinAppliedLinguistics.Hisresearchinterestsfocusoncorpus-basedapproaches toexaminingacademicvocabularyinpublishedandlearner writing.His work has appeared in theJournal of SecondLanguage Writing, theJournal of English for Academic Purposes, andtheInternationalJournalofCorpusLinguistics.

MagdalenaRomera(PhD,UniversityofSouthernCalifornia,2001)isaprofessorofSpanishLinguistics intheDepartmentofHumanitiesandEducation Sciences at the Public University of Navarre (Spain) andVisiting Research Associate at the Languages and Applied LinguisticsDepartmentatUCSantaCruzforthecurrentacademicyear.ShehasalsobeentheDirectoroftheCatedradePatrimonioInmaterialdeNavarrafor the past three years. Her research interests include LanguageVariation, Language Contact and Discourse Analysis. She hasparticipatedinseveralresearchgrantsinherareasofexpertise,andhaspublished articles in prestigious journals such as Linguistics,International Journal of the Sociology of Language and Discourse andSociety.

ThorSawinisanAssociateProfessorintheMastersofTeachingForeignLanguages/TeachingEnglishtoSpeakersofOtherLanguagesprogramattheMiddleburyInstituteofInternationalStudiesatMonterey.Healsoteaches German at several institutions including the MiddleburyLanguageSchools.Hisresearchandteachinginterestsfocusmainlyontechnology in language instruction, grammar pedagogy, andmultilingualisminsocialimpactsettings.Healsodoesconsultancyonlanguage policy and language acquisition support for severalmultinationalorganizations.His recentpublicationshaveappeared inReconsidering Development,Journal of Language, Identity andEducation,and theCALICO Journal, and he has authored chapters inseveralvolumespublishedbyMultilingualMattersandCambridge,aswellasseveralfieldguidesandreferencearticles.

Abstracts(inorderofpresentation)FromSerialMonolingualismtoPolylingualismintheField:PolicyandPerspectiveChallengesinaLargeNGOThorSawin(MiddleburyInstituteofInternationalStudies)

WesternNGOs,intheirtrainingsandpolicydocuments,oftendisplaylanguageideologieshonedbyyears of their personnel’s formal language education. These tend to naturalize the so-calledHerderiantriad(one language,onepeople,oneterritory)byenforcingcleardistinctionsbetweenreifiedlanguage-as-systemssupportedbythetentpoleofofficialwrittenstandards.SuchideologiesendureevenwhenNGOworkers’hostcommunitiesarecomplexlymulti-andtranslingual.ThispaperexamineswhatdidanddidnotshiftinlanguageideologyofNGOstaffworkingwithindigenousanddisplacedminoritypopulationsacross theMiddleEast, and theprocessof craftingnew languagepolicies.TheNGO,previouslycommittedtorigidlyseriallanguageacquisition,contactedtheauthorfor training on translingual practice. The needs of the organization favor alanguage-as-mobile-resourceapproachandcontact-zoneorientation (Harrison,2007;Blommaert,2010;Canagarajah,2017).Datafromtheparticipant-authoredblogpostsbeforeandconversationsduringthefive-daytrainingrevealednarrativesofvisionandblindness,andalsooffreedomthroughadmittingthatthelanguage practices of their hosts were less separable and nameable than their trainingacknowledged.Resistancecenteredonfeltimplausibilityoflearning“morethanonelanguage”–a

parallelism refuted by neurological and sociolinguistic research. Unless Western ideologies oflanguage are adapted to the language lifeways connecting rural-traditional and urban-migrantspaces, organizations serving multilingual minority populations may ironically risk reinforcingnationalisticviewsthroughtheirpoliciesonlanguageacquisition(Ndhlovu,2018).ObstaclesandOpportunitiesinCultivatingTeacherLanguageAwarenessJohnHedgcock(MiddleburyInstituteofInternationalStudies)

In a connected, digitizedworld, language teacher educationmust prepare teacher candidates tofunctioninadynamicworldofworkandcommunication.DrawingoncriticalincidentsfromaU.S.teacher preparation program, the presenter will explore three obstacles to building teachers’languageawareness.Thesechallengesinclude:(1)cultivatingunderstandingofthenaturalnessoflinguisticvariation;(2)promotingtheuptakeofteachingskills;and(3)nurturingtheabilitytouseandtransformthelanguageandgenresofskillededucators.Reflectingonhisworkwithdevelopingteachers,thepresenterwillsharefield-testedstrategiesandinterventionsdesignedtoconverttheseobstaclesintoopportunities.EnactinganIdentityApproachinLanguageTeacherEducationJasonMartel(MiddleburyInstituteofInternationalStudies)

Scholars have called for an identity approach to language teacher education, which involvesemployingidentityasalensforhelpingteachercandidatestakeownershipovertheirprofessionaldevelopment and assert agency in becoming the types of language teachers they aspire to be.Althoughpreviousstudieshaveexaminedspecificidentity-orientedtoolsusedinlanguageteacherpreparationprograms,nonehasyetaddressedacourseinwhichafocusonidentityis integratedthroughout all assigned activities. Thepresent study thus addresses the experiences of languageteacher candidates enrolled in an identity-oriented capstone practicum course as part of aTESOL/TFLmaster’sdegreeprogram.Datawereminedfromcourseactivities(e.g.,teachingjournals,post-observationconferences),aswellastwoadditionalinterviews.Findingsincludewaysinwhichtheparticipantsnotonlyprocessedidentitypositionstheybroughttothecourse,butalsoexplorednewpositionsrelatedtotheirexperiencesduringthesemester.LanguageandSocialJusticeinPractice:FromClassroomActivitiestoCollaborativeAdvocacyNettaAvineri(MiddleburyInstituteofInternationalStudies)

How can applied linguistsmobilize their expertise, experience, andnetworks to engage in socialjusticeefforts?Thistalkfocusesoncollaborationsattheintersectionoflanguage,socialjustice,andadvocacy,highlightinghowappliedlinguists’participationinstrugglesoverlanguageareconnectedto broader justice struggles. First, I presentmymodel of “nested interculturality”, a collective ofdispositions and practices for ethical engagement in multilingual and intercultural interactions.Language teacher education and critical service-learning course exampleswill be shared.Next, Idiscuss various collaborations in the AAAL Public Affairs and Engagement Committee aroundimmigration and international exchange. Last, case studies from the 2019 volumeLanguage andSocialJusticeinPractice(Avineri,Graham,Johnson,Riner,andRosa,Eds.)ofcollaborativeadvocacyeffortsaroundthe“languagegap”,sportsteammascotnames,immigration,andtheUSCensuswillbeexplored.Overall,thepresentationprovidesappliedlinguistswithmultipleavenuesforimpactfulsocialjusticework.

SymbolicUsesofSpanishinU.S.FilmandNewspaperLauraCallahan(SantaClaraUniversity)

ThispresentationwillexaminetheuseofSpanishinU.S.English-mediumfilmsandnewspapers,withdatafromoverthepast20years.Examplestobeseenrangefromcasesinwhichtheobjectiveseemstobeacasualdemonstrationofthespeaker’spower,withSpanishusedasatooltoaccomplishthatpurpose, to other instances inwhich the use of Spanish seems to function as a languagedisplaysignaling the speaker’s claim to aLatinx identity.The corpusprovides fodder for adiscussionofvarious issuesgermane to the teachingofSpanishandSpanish linguistics, suchasMockSpanish,language and power, pragmatics and second language users, aswell as codeswitching and othercontactphenomena.TheMeta-PragmaticAwarenessofHeritageSpeakersStudyingAbroadinaNon-HeritageCountryRebeccaPozzi(CaliforniaStateUniversityMontereyBay),ChelseaEscalante(UniversityofWyoming)andTracyQuan(UniversityofDelaware)

Althoughthenumberofheritagespeakers(HSs)studyingabroadisprojectedtogrowinthecomingyears(Shively,2018), little isknownaboutthepragmaticchoicesanddevelopmentofHSsinthiscontext.Thisstudyinvestigatestheimpactofa3-weekinstructionaltreatmentrelatedtorequests,apologies, and the use ofvosamong three HSs of Mexican descent during study abroad (SA) inMendoza,Argentina.Awrittenelicitationtaskwasusedasapre/postmeasureofstudents’meta-pragmatic awareness and their accommodation ofvoseo. Following explicit instruction, HSsincreasedtheirmeta-pragmaticawarenessandtheiruseofvos.Nevertheless,variationwasobserveddueto individualdifferencesandHS identities.Casestudiesrevealedthatparticipants’pragmaticchoicesalignedwiththeiridentities,theirinteractionswithArgentines,andtheirfuturegoals.ThesefindingssuggestthattheseHSsbenefitedfromexplicitpragmaticsinstruction,increasedtheirmeta-pragmaticawareness,andmadepragmaticchoicesthatreflectedtheiridentities.IntervocalicRhoticPronunciationbyKoreanLearnersofSpanishAviziaLong(SanJoseStateUniversity)

Previousresearchonthesecondlanguage(L2)acquisitionofSpanishrhoticshasfocusedonthetap-trill distinction in production by native English-speaking learners (e.g., Face, 2006;Major, 1986;Olsen, 2012; Reeder, 1998; Rose, 2010). There is a lack of research on rhotic pronunciation bylearners who speak a non-English first language (L1), limiting the generalizability of attestedfindings.Thepresentstudyaddressesthisgapinthe literaturebyinvestigatingtheacquisitionofSpanishrhoticproductionbyadultlearnerswhoseL1isKorean.Sixty-sixadultKoreanlearnersatfour instructional levels of Spanish language study (Long, 2016) completed an oral picture bookdescriptiontask(dePaola,1978)fromwhichwordscontainingintervocalicrhoticswereextractedfor acoustic analysis. This talkwill present the findings of this analysis, specifically the types ofproductionsobservedforthealveolartap/ɾ/andtrill/r/ateachinstructionallevelsampled.

DowntheRabbitHole:FromSeparateCategoriesinProductiontoFuzzyPhonolexicalRepresentationsinL2AlaSimonchyk(DefenseLanguageInstitute)

PreviousresearchsuggeststhataccuraterealizationofL2phonemesisnotnecessarilyaccompaniedbylearners’accuracyinotherdomainsofphonologicalacquisition.Thecurrenttalkwillinvestigatewhether learnerswho produce a challenging contrast in their L2 storewordswith this contrastseparately in the mental lexicon. Forty American learners of Russian were evaluated on theirproductionand lexical encodingofhighly familiarRussianwordswithpalatalization.The resultssuggestthatlearners’abilitytoaccuratelydifferentiatewordswiththeplain/palatalizedcontrastinproductiondevelopedindependentlyoftheirphonolexicalrepresentations,whichappeartomergeinthementallexicon.Moreover,leaners’performancewasstronglyaffectedbytheprosodicpositionof the target consonants. In intervocalic position, learners made significantly fewer productionmistakes thanword-finally.However, they accepted a substantially greaternumberof nonwordswiththetargetconsonantsinintervocalicpositionthaninword-finalpositiononalexicalencodingtask.TheFallingIntonationalContoursofPolarInterrogativesinBasqueSpanishandTheirCorrelationwithLanguageAttitudesandDegreeofContactwithBasqueMagdalenaRomeraandGorkaElordieta(PublicUniversityofNavarreandUniversityoftheBasqueCountry(UPV/EHU)/UniversityofCalifornia,SantaCruz)ThemaingoalofthispaperistoanalysetheprosodicfeaturesofSpanishvarietiesthatareincontactwithBasqueinNorthernSpain(BasqueCountryandNavarre)andtoobservetowhatextentsocialfactors,particularlythespeakers’attitudestowardstheotherlanguage,candeterminethedegreeoflinguisticconvergence(RomeraandElordieta2013;ElordietaandRomerainpress).Werecordedsemi-directedconversationsinSpanishofatotalof36speakers(monolingualspeakersofSpanish,L1Spanish-L2Basquespeakers,andL1Basque-L2Spanishspeakers),inurbanandruralareasintheBasqueCountryandNavarre.Inthistalk,weconcentrateoninformation-seekingyes/noquestions,whichpresentdifferentintonationcontoursinBasqueandinSpanish.InBasque,yes/noquestionsendinaloworfallingcontour(cf.ElordietaandHualde2014),whereasinCastilianSpanishtheyendinarisingcontour(NavarroTomás1918;Quilis1981;Face2008;Estebas-VilaplanaandPrieto2008,2010;HualdeandPrieto2015,amongothers).Preliminaryresultsfrom24speakersshowthatallofthempresentamajorityoffallingfinalcontoursintheirSpanish,regardlessoftheirknowledgeofBasque.Speakersdifferedintheirfrequencyofoccurrenceoffallingcontours,rangingfrom66%to100%. Interestingly, in urban populations (Bilbao and San Sebastian) a correlation was foundbetweenattitudestoBasqueamongmonolingualandL1SpanishspeakersandthedegreeofprosodicconvergencetowardsBasquefoundintheirspeech.Inotherwords,themorepositivetheattitudes,the higher the degree of prosodic convergence shown (i.e. the higher the percentage of yes/noquestionsendinginafallingcontour).ProsodyisatraitthatstronglyidentifiesBasquespeakers;itstands as a fundamental identifying feature. The results indicate then that the adoption of thecharacteristicprosodyofBasqueallowsthesespeakerstoberecognizedasmembersoftheBasquecommunity. In smaller towns, however, where the degree of contact with Basque is higher, nocorrelationbetweenlanguageandethnolinguisticattitudesanddegreeofconvergencewasfound.Ingeneral, a higher percentage of final contours in yes/no questions than in the two cities wereobserved.WeconcludethatintownswherethepresenceofBasqueineverydaylifeisstronger,thehigherdegreeofcontactwithBasqueisthemainfactorthatcanaccountforthehigherfrequencyofBasqueintonationalfeatures.Althoughthisinvestigationisstillinprogress,theresultsobtainedsofar in this study of a particular aspect of Spanish intonation in contact with Basque reveal theinfluenceofsocialfactorsinthedegreeofconvergencebetweenthetwolanguages.

Cross-LinguisticVariationofSimplePresentandPresentProgressiveFormsStephenFafulas(UniversityofCalifornia,SantaCruz)

Accounts of tense-aspect-mood systems hold that cross-linguistically there is a small set ofprototypicalfunctionsthathavefollowedsimilarevolutionarypaths.Forexample,inlanguagesthatmark progressive aspect obligatorily with the present progressive, the simple present has beenedgedintohabitualterritory.However,therearelanguagessuchasSpanishthatallowfortheuseofsimplepresent andpresentprogressive forms to encode “action simultaneouswith speech”. Stillothers, like English, show a clearer distinction between progressive and habitual form-functionmapping. What is lacking in these accounts is abundant cross-linguistic empirical evidence tosubstantiate the claims. To address this, the current study compares the distribution of simplepresentsandpresentprogressives inanoralcorpusofSpanishandEnglishtotestwhethertheselanguagesandformsoperateassuggestedinthepreviousliterature.

BeyondCoverage-BasedEvidenceofWordListReliabilityDonMiller(UniversityofCalifornia,SantaCruz)

Over the past two decades, the greatest efforts in designing and validating corpus-based wordfrequencylistshavegoneintothreeareas:corpusdesign,itemselectioncriteria,andcoverage-baseddemonstrationsoflistrobustness.Corporaarenowoftenmuchlargerandbetterbalancedand,asaresult, perhapsmore representative thaneverbefore; theapplicationof additionaldistributionalstatistics allows for better targeting of items with desired distributions (e.g., Gardner & Davies,2014);andcontemporary lexical frequency listsareproving increasinglyefficient,providingeverhigher coverage of target texts or achieving such coverage with fewer words (e.g., Brezina &Gablasova,2015).Inthistalk,Iarguethatresearchersshouldgobeyondcoverage-based,indirectevidence of reliability in order to better understand the representativeness of corpora and thegeneralizabilityofwordlistsbasedonthem.

WordOrderandDiscourseStructureinEarlyOldFrench:CliticPositioninCoordinatedDeclarativesBryanDonaldson(UniversityofCalifornia,SantaCruz)

ThistalkexaminescliticpositionincoordinateddeclarativesinearlyOldFrench.Priortoabout1200,object and adverbial clitics are variably preverbal or postverbal in this context (Simonenko &Hirschbühler2012),asin(1)and(2).(1) ÉlipoplesápluvéitdetutesparzéfudéseteneitodAbsalon. “And people came in large numbers from everywhere and were with and stood with Absalom.”(Liquatrelivredesreis,Curtius,1911:86)(2) Orneferamesplus;tropaavantalé,Epesotliquetantenaveittrespassé.“Fromnowon,hewillnotdomore;hewenttoofar,andheregrettedhavinggonethatfar.”(Becket,v.1020) An empirical study reveals that the choice of coordinate structure, and clitic position, isprincipledandreflectsdiscoursestructure.Inparticular,caseslike(1)occurwithinasinglediscoursesegment,whereasexampleslike(2)correspondtoseparatediscoursesegments.