IGS Seminar will be held as follows. For more detailed information, please see the attached poster.

■ Date and time: Thursday, June 23rd, 16:20-17:50
■ Venue: Online (ZOOM)/ Face to Face (School of Integrated Arts and Sciences, K209)
*Off-campus (Non-Hiroshima University) participants would be asked to participate online.
■ Lecturer:
 Prof. Boping Yuan（Professor Emeritus at University of Cambridge )
 Prof. Shigenori Wakabayashi (Professor at Chuo University)
■ Language: English
■ Abstract:

Differences Between L1 and L2 Acquisition and Triggering Effects of Different cues in the Input for L2 Acquisition
Why can children acquire their mother tongue effortlessly and successfully, but adults rarely succeed in acquiring native-like competence in their second language (L2) acquisition? In this talk, I will first discuss differences between child first language (L1) and adult L2 acquisition, and then address issues related to triggering effects of different cues in the language input for L2 acquisition. I will argue with examples that cues for some language features in the input are detectable and robust, and do not need much teaching, but some other cues can be opaque and obscure in the input, and deserve pedagogical treatments in order to raise the consciousness of L2 learners. This argument has implications for some widely-adopted L2 teaching methods, and is expected to arouse interesting and stimulating debates.

Multiple Causes for Non-target-like Production of be by Japanese Learners of English
Second language learners’ production includes certain non-target-like forms in a systematic way, which suggests that second language knowledge and its use may be different from those of native speakers. In this presentation, the focus will be on the overuse of be by Japanese learners of English. Multiple causes may underlie such errors, including difficulties in the use of bound/inflectional morphemes; the influence of L1 knowledge; and the reflection of a semantic property of certain verbs. This implies that the errors appearing the same on the surface may be due to different factors, and hence pedagogical treatments may be useful in certain contexts but not in all cases.