{"$schema": "https://c3voc.de/schedule/schema.json", "generator": {"name": "pretalx", "version": "2025.2.2"}, "schedule": {"url": "https://conference-hub.linguistic-society.com/athens-2026/schedule/", "version": "0.1.6", "base_url": "https://conference-hub.linguistic-society.com", "conference": {"acronym": "athens-2026", "title": "International Conference on Linguistic Research and Applications", "start": "2026-04-22", "end": "2026-04-24", "daysCount": 3, "timeslot_duration": "00:05", "time_zone_name": "UTC", "colors": {"primary": "#4700ff"}, "rooms": [{"name": "Main Auditorium", "slug": "3-main-auditorium", "guid": "47863b88-7f44-5365-8940-87993e99adc1", "description": null, "capacity": null}, {"name": "Online Session", "slug": "4-online-session", "guid": "f3cac3ca-e428-5bcd-9441-655941b6fdd8", "description": null, "capacity": null}], "tracks": [{"name": "Keynote", "slug": "6-keynote", "color": "#095e22"}, {"name": "Online Presentation", "slug": "7-online-presentation", "color": "#040058"}, {"name": "Onsite Presentation", "slug": "8-onsite-presentation", "color": "#a01539"}, {"name": "Poster Presentation 8:30 - 10 UTC", "slug": "9-poster-presentation-830-10-utc", "color": "#da8e00"}], "days": [{"index": 1, "date": "2026-04-22", "day_start": "2026-04-22T04:00:00+00:00", "day_end": "2026-04-23T03:59:00+00:00", "rooms": {"Main Auditorium": [{"guid": "f2d3581c-4cae-5144-95a7-1b4cc899a7ad", "code": "CCCDYW", "id": 8, "logo": null, "date": "2026-04-22T07:00:00+00:00", "start": "07:00", "duration": "00:30", "room": "Main Auditorium", "slug": "athens-2026-8-from-deficiency-to-integration-english-as-a-lingua-franca-translanguaging-and-linguistic-theory-reimagined", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/CCCDYW/", "title": "From deficiency to integration: English as a Lingua Franca, translanguaging, and linguistic theory reimagined", "subtitle": "", "track": "Keynote", "type": "Keynote Presentation", "language": "en", "abstract": "Outline\r\nEnglish as a Lingua Franca (ELF) and translanguaging research have fundamentally transformed the ways in\r\nwhich linguistic theory conceives of multilingual communication and language architecture. This keynote\r\nexamines the conceptual contributions these complementary frameworks make to theoretical linguistics. While\r\nELF interrogates how speakers utilize English across multilingual environments, translanguaging demonstrates\r\nthe integrated and fluid mobilization of the entirety of speakers\u2019 linguistic resources: a unified repertoire rather\r\nthan discrete linguistic codes. Together, these perspectives challenge the native-speaker paradigm and reveal\r\nthe inherent creativity and systematicity that underpin multilingual communication outside of monolingual\r\nnorms. Empirical data from ELF and translanguaging elucidate patterns such as phonological reduction,\r\nmorphosyntactic flexibility, pragmatic negotiation strategies, and code-meshing phenomena that should be\r\nunderstood as signs of linguistic innovation, not deviation. These insights urge a re-evaluation of foundational\r\nconstructs within linguistic theory, including the competence-performance distinction, the universal grammar\r\nhypothesis, and modularist models of bilingual cognition. By foregrounding authentic multilingual practices\r\nover idealized monolingual grammars, ELF and translanguaging approaches bridge the divide between core\r\ntheoretical linguistics and applied concerns, providing methodological advancements for investigating language\r\nchange, cognitive processing, and the real-time evolution of linguistic norms. This integrated paradigm calls for\r\ntheoretical models capable of accounting for how vast populations creatively deploy their full linguistic\r\nrepertoires.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "3KZTZU", "name": "Nicos Sifakis", "avatar": null, "biography": null, "public_name": "Nicos Sifakis", "guid": "a704206c-75a7-526b-9595-252eca0b6c42", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/3KZTZU/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/CCCDYW/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/CCCDYW/", "attachments": []}, {"guid": "4286caf2-cd0a-5412-9734-d0e9ed8f8459", "code": "9FDECH", "id": 25, "logo": null, "date": "2026-04-22T07:30:00+00:00", "start": "07:30", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-25-cluster-concepts-and-structured-lexical-entries", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/9FDECH/", "title": "Cluster Concepts and Structured Lexical Entries", "subtitle": "", "track": "Onsite Presentation", "type": "Onsite oral Presentation", "language": "en", "abstract": "Abstract\r\nCluster concepts apply when, given a set of conditions, examples that maximally satisfy the conditions are\r\nregarded as more typical than examples that satisfy fewer of the conditions. For example, climbing involves\r\ntwo independent conditions: (a) an individual is traveling upward, and (b) the individual is moving with\r\neffortful grasping motions (clambering). On the most likely interpretation (Bill climbed (up) the mountain),\r\nboth conditions are met. On the other hand, the sentence Bill climbed down the mountain violates the first\r\ncondition and The snake climbed (up) the tree violates the second condition. However, both examples are\r\nacceptable instances of climbing since each one of them fulfills at least one condition. The default\r\ninterpretation, in which both conditions are satisfied, is judged to be more prototypical climbing, while the\r\nother acceptable sentences are judged as marginal.\r\nEven though cluster concepts help define words in this way, the interaction between cluster concepts and\r\nlexical entries has not been explored in detail. The goal of the current paper is to fill this gap and formalize\r\nthe relationship between cluster concepts and lexical entries, arguing that cluster concepts are actually\r\ninstantiated in lexical entries. It is shown that while cluster concepts can be embedded in lexical entries, at the\r\nsame time they can be abstracted away from them. This encoding of cluster concepts in lexical entries is done\r\nusing structured lexical entries in the style of the Slot Structure Model (SSM). The SSM is a constraint-based\r\nmodel of morphology that is based on percolation of both syntactic and semantic features and on slot\r\nstructure, which organizes the information in the lexical entries of words and affixes. The SSM is partly based\r\non the dual- route model of morphology.\r\nA corpus study in English and Spanish was conducted in order to determine the uses of words whose\r\nlexical entries may be defined through the use of cluster concepts, and to find out whether their use with a\r\nprototypical meaning is more or less frequent than with a non-prototypical meaning (that is, more marginal\r\nsenses). The results serve as (indirect) evidence that cluster concepts are instantiated in lexical entries. The\r\ncorpus results also serve as a basis to explore the consequences of the proposed analysis for word formation\r\nand compounding. For example, do words that are used as a base for derivation or as compound constituents\r\nusually have the prototypical meaning? For instance, in climber, the base is the prototypical sense of climb,\r\nnot the one that means only clambering or going up. The same is the case for, say, bird watcher, where the\r\nperson doing the watching does not typically observe penguins, but rather prototypical birds such as cardinals\r\nor robins. Finally, the paper explores the possibility that the phenomenon of \u201cfamily resemblance\u201d can be\r\nexplained by or subsumed under the notion of cluster concepts. It is shown, for example, that the\r\nprototypicality of Wittgenstein\u2019s classic example, the word game, can be explained using only cluster concepts\r\nencoded in its lexical entry.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "M3EDL8", "name": "Carlos Benavides", "avatar": null, "biography": null, "public_name": "Carlos Benavides", "guid": "77f729a9-a3bb-5831-884c-99482e2b8b6c", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/M3EDL8/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/9FDECH/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/9FDECH/", "attachments": []}, {"guid": "7da9324a-daf8-5383-8084-301d75edb174", "code": "JMFWGV", "id": 31, "logo": null, "date": "2026-04-22T07:45:00+00:00", "start": "07:45", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-31-the-public-image-of-artificial-intelligence-in-memes", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/JMFWGV/", "title": "The Public Image of Artificial Intelligence in Memes", "subtitle": "", "track": "Onsite Presentation", "type": "Onsite oral Presentation", "language": "en", "abstract": "Abstract\r\nPublic perception of artificial intelligence (AI) is increasingly affected and formed not only by news and policy\r\ndiscourse but also by participatory vernacular culture, especially memes. The study investigates how\r\nconceptual metaphors embedded in Reddit memes create the image of AI and influence perceived agency,\r\nrisk, trustworthiness, and ethical credibility of AI systems. Based on the Conceptual Metaphor Theory (CMT)\r\nand the theory of multimodality, the study attempts to answer the following research questions: (1) What are\r\nthe dominant metaphor families through which memes conceptualize AI? (2) How do these metaphors relate\r\nto affective stance and to judgments about AI? We compile a corpus of 1,000 image-based memes posted\r\nbetween 2018 and 2025 from high-traffic AI-adjacent subreddits (e.g., r/MachineLearning,\r\nr/ArtificialIntelligence). Memes are retrieved via the Reddit API using AI-related lexical filters.\r\nMethodologically, we combine computational metaphor discovery with human annotation. First, text\r\n(captions/overlays) and image tags are extracted. Candidate metaphor mappings are identified by clustering\r\nrecurring source domain imagery (e.g., monster, tool, god, virus) with target domain AI claims (e.g.,\r\nautonomy, intelligence). Second, each meme is labelled for primary metaphor, stance, and implied\r\nresponsibility. Results show that Reddit memes focus on several metaphor families, such as AI AS AGENT\r\n(intentional, unpredictable), AI AS TOOL (instrumental, controllable), AI AS CHILD (trainable, naive), AI\r\nAS ORACLE (omniscient), etc. The study has also found that the metaphor family predicts stance and the\r\nresponsibility assigned. Examining how memes represent AI through CMT is valuable because memes reveal\r\nthe conceptual metaphors and categories people use to talk and think about AI. That is of linguistic value\r\nbecause it shows how abstract technical phenomena are adopted via metaphor in everyday language and how\r\nthe patterns spread, become common, and compete in a community. By mapping which metaphors reappear,\r\nit is possible to identify how public discourse creates shared interpretive models of AI that influence how\r\npeople feel about AI, what they expect from it, and how policy and media describe it.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "UM78LZ", "name": "Oksana Ivanova | Zane Se\u0146ko", "avatar": null, "biography": null, "public_name": "Oksana Ivanova | Zane Se\u0146ko", "guid": "5dc383a6-5a96-5695-b1e0-3d913d945e20", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/UM78LZ/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/JMFWGV/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/JMFWGV/", "attachments": []}, {"guid": "0f575273-0c48-50f9-ae38-c63a3c41c511", "code": "YXBV8P", "id": 30, "logo": null, "date": "2026-04-22T08:00:00+00:00", "start": "08:00", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-30-gender-inclusive-translation-techniques-and-constraints-through-national-comparable-corpora", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/YXBV8P/", "title": "Gender-inclusive translation techniques and constraints through national comparable corpora", "subtitle": "", "track": "Onsite Presentation", "type": "Onsite oral Presentation", "language": "en", "abstract": "Abstract:\r\nThe paper entitled \u201cGender-inclusive translation techniques and constraints through national\r\ncomparable corpora\u201d presents the gender-inclusive language techniques that can be adopted or avoided\r\nin interdisciplinary settings (i.e., administrative and legal) of specialized translation within different\r\nnational contexts (UK, France, Greece). In particular, monolingual comparable corpora of national\r\nofficial documents are built and processed by exploiting the corpus management and text analysis\r\nsoftware Sketch Engine. In brief, corpora- based examples [estimated at around 1,000,000 words per\r\nnational language (en, fr, el)] drawn from different countries\u2019 public service websites (e.g., gov.uk,\r\nl\u00e9gifrance.gouv.fr, diavgeia.gov.gr) indicate that the use of double forms and the practice of adapting the gender\r\nform to the person in question can be adopted as gender-inclusive language techniques in administrative\r\nand legal translation settings, as they co-exist with the formal constraints of national legislations\u2019 drafting\r\nrequirements for clarity and precision. However, in these interdisciplinary settings of specialized\r\ntranslation, neutral word choices and terms are usually not recommended, because they can create\r\nambiguity regarding the legal obligations contained in the corresponding national texts. Under these\r\ncircumstances, another gender- inclusive language technique that can be avoided is the alternation of\r\nmasculine and feminine forms in the same text. Overall, while generic masculine references are no longer\r\nthe absolute practice, the linguistic combination of gender inclusivity and clarity in interdisciplinary\r\nsettings constitutes both a priority and a challenge for specialized translators. Therefore, the comparable\r\ncorpora of all countries\u2019 official documents become a comprehensive basis for investigating the genderinclusive translation solutions that align with each national legislation\u2019s drafting rules and norms.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "MLUBLH", "name": "Vasiliki Chelidoni", "avatar": null, "biography": null, "public_name": "Vasiliki Chelidoni", "guid": "9860e223-7cd2-5eef-b765-50ea65cd546e", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/MLUBLH/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/YXBV8P/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/YXBV8P/", "attachments": []}, {"guid": "8e14ccc7-7ef2-56ae-bb5b-dd10c4d774b7", "code": "9MH7YS", "id": 29, "logo": null, "date": "2026-04-22T08:15:00+00:00", "start": "08:15", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-29-language-technology-in-combatting-propaganda-master-or-servant", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/9MH7YS/", "title": "Language Technology in Combatting Propaganda: Master or Servant", "subtitle": "", "track": "Onsite Presentation", "type": "Onsite oral Presentation", "language": "en", "abstract": "Abstract\r\nContemporary curricula in humanities in general and linguistics in particular make a special focus on the\r\ndevelopment of student skills in using language technology (LT). Nowadays, LT is used not only for\r\ncollecting, processing, analyzing, presenting, and visualizing humanities data but also for monitoring\r\nsentiment, detecting fake news, combatting propaganda, and maintaining integrity and validity of news\r\ncommunication in the age of post-truth and ongoing information war. Simultaneously giving rise to the\r\nquestion who actually benefits from this synergy and if technology is always the best source of unbiased\r\nopinion. This accentuates the idea that apart from advanced IT skills necessary to use LT to solve various\r\nlanguage data-related tasks, students need to be made aware of the role of humanities in shaping the value\r\nsystem of contemporary society, catering to the need to develop, sustain, and maintain humanistic values,\r\ndevelop civic society, and change the world through education.\r\nThe current research aims to analyze and assess the most efficient pedagogical practices implemented\r\nin both undergraduate and postgraduate education to develop advanced student skills in using LT alongside\r\nthe development of their high-order cognitive skills necessary to assess validity, reliability and integrity of\r\ninformation they are exposed to. The authors hypothesize that understanding of the nature of\r\nmanipulative communication, awareness of the differences between ideology and propaganda, and critical\r\ndiscourse analysis skills are the necessary preconditions for the masterful use of LT in the efficient\r\nprocessing of language data.\r\nThe authors reflect on student performance metrics they demonstrate in learning LT applications\r\nwithin the study courses \u201cMachine Learning for Textual Data Processing\u201d and \u201cDigital Sentiment\r\nAnalysis\u201d developed within the framework of the project \u201cLanguage Technology Initiative\u201d\r\n(2.3.1.1.i./0/1/22/I/CFLA/002 LU Reg.No ESS2023/453) implemented in English in MOOC format at\r\nRiga Technical University. Students learn to detect manifestations of soft power and recognize attempts\r\nfor agenda setting in news communications, develop understanding of the nature and traits of hate speech\r\nand cyberbullying and learn how to avoid and battle them, demonstrating compassion, empathy and\r\ncritical thinking. Both qualitative and quantitative methods are used to assess student achievements in\r\nusing IT-driven Critical Discourse Analysis (CDA) tools in detecting and flagshipping fake news, battling\r\nhate speech, conducting transparency and fact checks and critically assessing validity and integrity of news\r\ncommunication.\r\nIt is important to note that reliable mechanisms for detecting and eliminating hate speech and fake\r\nnews are yet to be developed, since the existing technology still often fails to address all emerging issues.\r\nInterim research results allow observing that LT, including automated content analysis for battling\r\npropaganda, yields the best results when used alongside human oversight and conscious involvement to\r\navoid algorithmic bias, misinterpretation, and possible technology hallucinations. Irrespective of the\r\nfuture human and IT interaction scenarios, critical thinking and analytic approach to information\r\nprocessing shall remain the values required to reduce the risk of being manipulated by disinformation,\r\nwhich calls for conscious and continuous development of versatile linguistic competence, including\r\npragmatic, register and cultural awareness.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "R8Q9BE", "name": "Tatjana Smirnova | Marina Platonova", "avatar": null, "biography": null, "public_name": "Tatjana Smirnova | Marina Platonova", "guid": "86fc236f-c2ba-5571-9641-0d500d5f4cb7", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/R8Q9BE/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/9MH7YS/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/9MH7YS/", "attachments": []}, {"guid": "f7dd191b-c3be-532b-a37e-90a1744da86e", "code": "PABPJS", "id": 21, "logo": null, "date": "2026-04-22T08:35:00+00:00", "start": "08:35", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-21-embedding-based-graded-scoring-of-neuropsychological-language-tests", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/PABPJS/", "title": "Embedding-Based Graded Scoring of Neuropsychological Language Tests", "subtitle": "", "track": "Poster Presentation 8:30 - 10 UTC", "type": "Poster Presentation", "language": "en", "abstract": "Objectives\r\nLanguage is dynamic, meanings converge, diverge, and form evolving semantic fields. In clinical\r\nneuropsychology, however, this variability is typically reduced to fixed categories. Linguistic ability and\r\nimpairment are commonly assessed using standard neuropsychiatric instruments such as the Semantic Verbal\r\nFluency test (SVF), the Phonological Verbal Fluency test (FAS), and the Boston Naming Test (BNT). Most\r\noften, responses on these measures are scored dichotomously as correct or incorrect. This binary scoring obscures\r\nsemantically related, approximate, or deviant responses. The objective of this study is to develop and evaluate\r\na reproducible computational method for continuous, semantically informed scoring of these tests in Swedish.\r\nThe primary research question is whether modern vector-based language models can generate stable and\r\ninterpretable continuous semantic scores that capture graded variation beyond binary classification.\r\n\r\nMethodology\r\nThe study applies a computational linguistic framework grounded in distributional semantics, where word\r\nmeaning is represented as position in a high-dimensional semantic space. Anonymised, synthetically generated\r\nlexical responses were used to enable controlled methodological development without sensitive data. Text\r\npreprocessing, including normalisation and lemmatisation, was performed using tools from Spr\u00e5kbanken\u2019s text\r\ninfrastructure. Responses and target words were represented using Swedish-adapted BERT- based vector\r\nembeddings. BERT (\u201cBidirectional Encoder Representations from Transformers\u201d) is a transformer-based\r\nlanguage model that learns contextual word representations by analysing large corpora of text and modelling\r\nhow words relate to surrounding words in both left and right contexts. In this framework, lexical meaning is\r\nencoded as numerical vectors in a high-dimensional semantic space, where semantically similar words are\r\npositioned closer to one another. This representation enables graded measurement of semantic proximity\r\nrather than categorical judgments of correctness. For the verbal fluency tests (SVF and FAS), semantic\r\ndispersion was also computed to quantify how responses are distributed within the semantic space. In this\r\ncontext, semantic dispersion denotes the quantitative distribution of response vectors within a highdimensional embedding space, operationalised as the extent to which lexical items diverge from one another in semantic representation.\r\n\r\nResults\r\nVector-based representations generated stable and interpretable continuous scores. The method captured\r\nfine-grained variation among semantically related responses that is lost under binary scoring. Systematic\r\ndifferences in response structure were observed across the Boston Naming Test (BNT), Semantic Verbal\r\nFluency (SVF), and Phonological Verbal Fluency (FAS). Linguistic performance could thus be modelled as\r\nmovement within a semantic space rather than as a series of discrete outcomes.\r\n\r\nDiscussion\r\nThe study demonstrates the feasibility of continuous semantic scoring for Swedish language assessment. The\r\nproposed method provides a methodological foundation for future clinical validation and contributes to\r\nresearch on how meaning is structured and dynamically organised in cognitive processes. By reconceptualising\r\ntest performance as graded semantic movement, the study advances computational approaches to linguistic\r\nassessment in neuropsychology. Importantly, this framework enables the quantification of latent semantic\r\nstructure in a manner that is theoretically grounded, statistically scalable, and reproducible across datasets.\r\nSuch an approach may facilitate more sensitive detection of subtle linguistic deviations, potentially improve\r\nearly identification of cognitive decline and supporting longitudinal monitoring of semantic change over time.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "HGSKMW", "name": "Dimitrios Kokkinakis", "avatar": null, "biography": null, "public_name": "Dimitrios Kokkinakis", "guid": "96db7972-c03d-5e02-b5ec-686f281b5101", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/HGSKMW/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/PABPJS/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/PABPJS/", "attachments": []}, {"guid": "6cfbaf04-08c5-51d8-9207-dcaa2650b3a4", "code": "L7DUF3", "id": 16, "logo": null, "date": "2026-04-22T08:50:00+00:00", "start": "08:50", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-16-reading-development-in-diglossic-contexts-insights-from-arabic-and-haitian-creole", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/L7DUF3/", "title": "Reading Development in Diglossic Contexts: Insights from Arabic and Haitian Creole", "subtitle": "", "track": "Poster Presentation 8:30 - 10 UTC", "type": "Poster Presentation", "language": "en", "abstract": "Abstract\r\nRecent research on reading development has underscored the positive relationship between oral language skills\r\nand reading development (Saiegh-Haddad & Spolsky, 2014). Therefore, the goal of this paper is to illuminate\r\nthe dependency of reading on linguistic knowledge in diglossic societies, where the language or language variety\r\nthat is employed for daily interaction is not the formal written one (see e.g., Ferguson, 1959; Fishman, 1967;\r\nSaiegh-Haddad, 2012). Such linguistic discrepancies between what is mainly acquired as the mother tongue and\r\nused on a daily basis, and what is learned later through formal schooling, pose noteworthy challenges to literacy\r\ndevelopment for learners in these societies. Consequently, this paper sheds light on insights from two special\r\ncontexts that have been commonly described as diglossic in the sociolinguistic literature: (1) the Arab region,\r\nwhere multiple spoken varieties of Arabic coexist along with Modern Standard Arabic (the formal written\r\nvariety); and (2) Haiti, where the majority of the population speaks Haitian Creole on a daily basis and where\r\nschooling, especially literacy instruction, occurs primarily in French. To this end, based on our empirical data\r\nfrom both contexts, we compare and describe differences and similarities in the findings regarding the\r\nrelationship between linguistic knowledge and reading ability in the two diglossic contexts in the paper, identify\r\npotential factors (linguistic, cognitive, and social/contextual) that alter the way in which linguistic knowledge\r\npromotes reading ability and vice versa, and conclude with proposing a multilingual translanguaging perspective\r\n(MacSwan, 2022) to support literacy development in such multilingual and multidialectal contexts.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "TD7VLY", "name": "Khaled Al Masaeed", "avatar": null, "biography": null, "public_name": "Khaled Al Masaeed", "guid": "d0351cb9-4f8f-53f3-9375-1798d303b7b8", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/TD7VLY/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/L7DUF3/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/L7DUF3/", "attachments": []}, {"guid": "b616fa18-34b1-5b4f-9a0c-d5f0f9903424", "code": "DU9HAB", "id": 26, "logo": null, "date": "2026-04-22T09:05:00+00:00", "start": "09:05", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-26-the-interplay-of-l1-and-l2-reading-proficiency-and-executive-functions-on-metacognition-in-reading", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/DU9HAB/", "title": "The interplay of L1 and L2 reading proficiency and executive functions on metacognition in reading", "subtitle": "", "track": "Poster Presentation 8:30 - 10 UTC", "type": "Poster Presentation", "language": "en", "abstract": "Abstract\r\nThis study has adopted the underlying theoretical concepts of metacognition (monitoring of any cognitive\r\ninitiative), executive functions (set of skills and abilities aimed at the execution of a goal) and reading\r\nproficiency, competence in reading comprehension (the process by which cognitive and metacognitive\r\nstrategies and skills required to construct meanings are put into action), in accordance to researchers as\r\nFlavell (1981), Kato (1985) and Kleiman (1998). One of the cognitive activities in that metacognition may\r\nbe evident is in reading, through metacognitive awareness of reading strategies and the use of\r\nmetacognitive Reading strategies, which involve conscience, control and intentionality in purpose of\r\nreading.\r\nMetacognition may relate to reading proficiency, there are studies that show relation between reading\r\nproficiency and performance in some components of executive functions (EFs), such as working\r\nmemory, inhibition, attention and mental flexibility (DIAMOND, 2013).\r\nComponents of Executive Functions (EFs) are enhanced in bilinguals according to some studies\r\nabout bilingual advantage, a non consensual construct dealing with the best performance of bilinguals in\r\nrelation to monolinguals. Considering these theoretical aspects, which factor can better explain\r\nmetacognition in reading in first language (Portuguese): reading proficiency in L1 (Portuguese) and L2\r\n(English) - monolingual or bilingual status \u2013 or habilities in EFs? To answer that research question, it was\r\ncarried out an empirical study whose general objective was to verify the factor of greater influence. The\r\nstudy was conducted with 54 university students, average age of 25.8 years, divided into four mutually\r\nexclusive groups of high and low proficiency reading levels in Portuguese and English, which carried out\r\nthe following tests: a) the self-report likert scale of Mokthari and Reichard (2002) \u2013 MARSI -\r\nMetacognitive Awareness of Reading Strategies Inventory, b) the comprehension test and evaluation of\r\nthe use of strategies designed by the author, from a verbal written retrospective protocol; c) EFs tasks:\r\nDigit Span (WECHSLER, 1997), Wordspan (FONSECA; SALES; PARENTE, 2009; WESCHLER,\r\n1997) and Trail Making Test (RABELO et al., 2010).\r\nCorrelation was observed between MARSI and strategies in L1 and L2 reading proficiency, as well as\r\nbetween strategies and EFs, but not between MARSI and EFs. Reading proficiency in L1 and L2 showed\r\nmore impact than EFs on metacognition in reading in L1. Results were discussed in the light of\r\nassumptions based on conceptual framework and literature review. It is expected that the data of this\r\nresearch may contribute to highlight the importance of the role of metacognitive awareness of reading\r\nprocesses and of the development of reading proficiency in mother tongue.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "8K3MPC", "name": "Diane Bencke", "avatar": null, "biography": null, "public_name": "Diane Bencke", "guid": "979b3a01-3eff-53db-be55-537ae7c90696", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/8K3MPC/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/DU9HAB/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/DU9HAB/", "attachments": []}, {"guid": "703ce2aa-315f-54e5-8a8c-14df6ed36ea7", "code": "ZJJEHB", "id": 24, "logo": null, "date": "2026-04-22T09:20:00+00:00", "start": "09:20", "duration": "00:15", "room": "Main Auditorium", "slug": "athens-2026-24-gastronomic-romance-loanwords-in-japanese", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/ZJJEHB/", "title": "Gastronomic Romance Loanwords in Japanese", "subtitle": "", "track": "Poster Presentation 8:30 - 10 UTC", "type": "Poster Presentation", "language": "en", "abstract": "Abstract\r\nThis study investigates the integration of gastronomic terms from Romance languages into Japanese, with\r\nthe aim of identifying both the morphophonological strategies that shape their adaptation and the\r\ndiachronic layers through which these borrowings entered the language. The research focuses on three\r\ncentral questions: (1) Which recurring adaptation mechanisms characterise the Japanese forms of\r\nRomance gastronomic loanwords? (2) To what extent do source languages (Italian, French, Portuguese,\r\nSpanish) exhibit distinct adaptation profiles once integrated into Japanese phonology? (3) How do\r\nhistorical periods of contact correspond to different structural outcomes and explain irregularities\r\nbetween source forms and loanword realizations?\r\nThe dataset consists of gastronomic loanwords of Romance origin attested in major Japanese\r\nlexicographic resources and contemporary culinary discourse. The methodology combines comparative\r\nanalysis of Romance phonology with established models of Japanese loanword phonology, supplemented\r\nby a diachronic classification of borrowing strata. This approach makes it possible to distinguish between\r\nearly borrowings mediated through Portuguese in the 16th century, later borrowings introduced during\r\nthe Meiji period, and contemporary imports arising from globalized culinary culture.\r\nPreliminary analysis indicates a clear stratification across borrowing periods. Early Portuguese\r\nloanwords show more extensive phonological restructuring, including final vowel insertion, reduction or\r\nsimplification of consonant clusters, and less transparent correspondences that reflect older stages of\r\nJapanese phonotactics rather than the Romance source forms familiar today. By contrast, Italian and\r\nFrench borrowings from the 20th and 21st centuries display considerably higher segmental transparency,\r\nwith consonantal sequences more faithfully preserved through regular epenthesis and moraic\r\nreorganisation. Across all layers, Japanese consistently prioritises moraic structure, resulting in recurrent\r\npatterns such as vowel epenthesis, secondary gemination, and the avoidance of dispreferred clusters\r\nthrough strategies like consonant lenition or palatalisation.\r\nThe diachronic analysis further reveals that contemporary borrowings show reduced structural\r\nmodification, suggesting increased phonetic transparency resulting from direct exposure to Romance\r\nculinary terminology in mass media, gastronomy, and branding. These developments allow the\r\nidentification of several productive adaptation templates, which not only describe current borrowing\r\npractices but also help explain apparent inconsistencies between older and newer Romance-derived forms.\r\nBy integrating diachronic and phonological perspectives, the study contributes to broader discussions\r\nin contact linguistics and loanword phonology. It provides evidence for how Japanese manages the\r\nintegration of Romance phonological material and how the history of cultural transmission shapes\r\nmodern lexical strata. The findings also offer a framework applicable to other domains of borrowing,\r\nhighlighting the interaction between phonotactic constraints, contact history, and the sociolinguistic\r\nenvironments in which loanwords circulate.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "EJJBZU", "name": "Denisa Spurn\u00e1", "avatar": null, "biography": null, "public_name": "Denisa Spurn\u00e1", "guid": "d55eb9b7-d67c-5724-8a9d-34027b6f6696", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/EJJBZU/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/ZJJEHB/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/ZJJEHB/", "attachments": []}], "Online Session": [{"guid": "fe7d2e83-54ba-5d68-a06f-1228874aed90", "code": "TXQMUU", "id": 9, "logo": null, "date": "2026-04-22T14:00:00+00:00", "start": "14:00", "duration": "00:30", "room": "Online Session", "slug": "athens-2026-9-what-is-morphology-theoretical-linguistics-meets-computational-modelling", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TXQMUU/", "title": "What is morphology? Theoretical linguistics meets computational modelling", "subtitle": "", "track": "Keynote", "type": "Keynote Presentation", "language": "en", "abstract": "Outline\r\nWhat is morphology? Theoretical linguistics meets computational modelling. Morphology is conceived as the\r\nstudy of word structure, which traditionally has involved the postulation of structural units together with\r\nmechanisms that manipulate and combine these units. This categorical view of morphology has recently been\r\nchallenged by gradient approaches, in which what is generally called \u2018morphological structure\u2019 emerges from\r\ngradient associations of form and meaning in language use and language acquistion.\r\nIn this presentation, we will take a closer and more general look at the mapping form and meaning in words\r\nand develop an alternative to the traditional ways of treating morphology as the combination of structural pieces\r\nbelow the word-level: Morphology is not about the structure of complex words, it is about complex relations\r\nof form and meaning in the mental lexicon. We will discuss computational models that implement this view,\r\nand which can be used to test predictions of this lexicon-based and usage-based view of morphology.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "8ZEEZC", "name": "Ingo Plag", "avatar": null, "biography": null, "public_name": "Ingo Plag", "guid": "2c046b76-6155-5fc0-82cd-436c9a335458", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/8ZEEZC/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TXQMUU/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TXQMUU/", "attachments": []}, {"guid": "a360edfc-4842-5f50-88a2-7a7f6eebf3a5", "code": "R99DZQ", "id": 17, "logo": null, "date": "2026-04-22T14:30:00+00:00", "start": "14:30", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-17-the-effects-of-linguistic-context-s-emotional-valence-on-the-acquisition-of-novel-vocabulary-in-efl-learners", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/R99DZQ/", "title": "The Effects of Linguistic Context\u2019s Emotional Valence on the Acquisition of Novel Vocabulary in EFL Learners", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Objectives\r\nValence-laden inputs, regardless of their emotional polarity, tend to receive prioritised processing and thus\r\nautomatically attract and sustain attention more effectively than neutral ones. When it comes to language\r\nacquisition, the Affective Embodiment Account (AEA) suggests that emotional valence facilitates the\r\ngrounding of word meanings by providing an embodied learning experience. Although research across diverse\r\nmethodologies and stimulus types points to emotional valence as a significant facilitator of vocabulary\r\nacquisition, available evidence yields varied or conflicting conclusions. Additionally, little research has\r\ninvestigated the impact of linguistic context\u2019s emotional valence on the acquisition of new L2 words, with even\r\nfewer studies examining the retention of vocabulary knowledge. The present study extends this line of enquiry\r\nand addresses inconsistencies in existing literature by jointly exploring three dimensions of vocabulary\r\nknowledge (form, denotative meaning, emotional meaning), offering insights into how emotional valence of\r\ninput exerts its facilitative effects. The primary research question is whether reading valence-laden L2 narratives\r\ncan lead to better learning and retention of L2 novel words in EFL learners.\r\n\r\nMethodology\r\nAdopting a within-subjects experimental design in an incidental learning paradigm, this study built on Dong et\r\nal. (2024) and involved 74 Vietnamese EFL adult learners who were exposed to 30 novel adjectives through\r\nreading 60 short English narratives of different valence conditions (20 positive, 20 negative, 20 neutral). The\r\nreading materials were adapted from Dong et al. (2024) and were constructed to elicit distinct emotional\r\nvalences, validated through both computational analysis (BERT model) and human ratings. Learning was\r\nassessed immediately and after a one-week delay through four tasks: speeded recognition (form), meaning\r\nmatching (denotative meaning), sentence completion (emotional meaning, immediate), and valence judgement\r\n(emotional meaning, delayed). Generalised Linear Mixed Models (GLMMs) was adopted as the primary analytic\r\napproach for both accuracy and reaction time (RT) data.\r\n\r\nResults\r\nResults showed evidence of successful learning of all three aspects, with words encountered in the emotional\r\ncontexts, especially negative ones, outperforming those in the neutral contexts in both form recognition and\r\ndenotative meaning. However, these advantages had attenuated by the delayed test, suggesting contextual\r\nvalence\u2019s limited effects on long- term retention of vocabulary knowledge. Results from the two measures of\r\nemotional meaning acquisition revealed minimal sensitivity to the valence of context, with no differences in\r\nperformance across all conditions observed.\r\n\r\nDiscussion\r\nThe study suggests that emotional valence of linguistic context may facilitate early encoding but offer limited\r\nbenefits for sustained retention of vocabulary knowledge. Evidence for a valence asymmetry was observed, but\r\nonly in the immediate form recognition and meaning matching speed where negative contexts showed\r\nsignificantly better facilitative effect than positive ones. This indicates that the presence of emotionality, rather\r\nthan the polarity of valence, may be the key driver of facilitation. Together, these findings indicate that the strategic integration of emotional content, especially clear, vivid, and carefully-framed negative scenarios, might\r\nbe a powerful tool for enhancing the initial encoding of new vocabulary in EFL contexts.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "3FUSAP", "name": "Tram Thai", "avatar": null, "biography": null, "public_name": "Tram Thai", "guid": "f8e1d5ee-2389-5592-a914-dd7f896796e6", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/3FUSAP/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/R99DZQ/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/R99DZQ/", "attachments": []}, {"guid": "0ef9e46e-3fe6-5aa0-b12e-9f340df972b0", "code": "UBUMTR", "id": 13, "logo": null, "date": "2026-04-22T14:45:00+00:00", "start": "14:45", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-13-language-choice-on-social-media-platforms-the-case-of-kuwaiti-arabic", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/UBUMTR/", "title": "Language Choice on Social Media Platforms: The Case of Kuwaiti Arabic", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nKuwaiti Arabic exists within a complex sociolinguistic environment shaped by diglossia and ongoing\r\ncontact with English across education, media, and digital communication. On social media platforms, this\r\nlinguistic diversity is particularly visible as users move fluidly between Modern Standard Arabic, Kuwaiti\r\nArabic, and English. This study examines how and why Kuwaiti speakers choose Kuwaiti Arabic in online\r\nspaces, focusing on the functions it serves in everyday digital interaction. By analysing authentic examples\r\nfrom social media discourse, the paper explores how users signal identity, stance, and social relationships\r\nthrough their language choices, and how Kuwaiti Arabic is deployed alongside other linguistic and\r\nmultimodal resources.\r\nAdopting a qualitative sociolinguistic approach, the study analyses a corpus of naturally occurring posts\r\nand interactions drawn from popular social media platforms. The findings show that Kuwaiti Arabic is\r\nfrequently used to express intimacy, humour, evaluation, and local identity, while also functioning as a\r\nstrategic resource for audience alignment and community building. Rather than existing in opposition to\r\nModern Standard Arabic or English, Kuwaiti Arabic operates within a flexible repertoire where language\r\nchoice reflects context, platform norms, and communicative intent.\r\nThe paper argues that examining language choice on social media provides valuable insight into the\r\ncontemporary status of Kuwaiti Arabic and its evolving functions in digitally mediated communication. It\r\nhighlights the importance of vernacular Arabic varieties in understanding language use, identity\r\nconstruction, and social interaction in Kuwait\u2019s rapidly changing linguistic landscape", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "QCUACP", "name": "Munirah AlAjlan", "avatar": null, "biography": null, "public_name": "Munirah AlAjlan", "guid": "bea38130-c719-5372-a0e0-47a9dcdf8055", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/QCUACP/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/UBUMTR/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/UBUMTR/", "attachments": []}, {"guid": "4f15c819-ab19-5c6f-a9ba-f09328a07315", "code": "LMWM9W", "id": 34, "logo": null, "date": "2026-04-22T15:00:00+00:00", "start": "15:00", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-34-syntactic-boundaries-and-pronominal-agreement-with-british-collective-nouns", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/LMWM9W/", "title": "Syntactic Boundaries and Pronominal Agreement with British Collective Nouns", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nWhile numerous collective nouns have attracted attention for their pronominal number agreement, this\r\nsynchronic study investigates two nouns \u2014 government and family. Each noun is treated as a case study with\r\nits own agreement profile. Using a dataset from the British National Corpus (BNC), the study provides a\r\ncomprehensive account of these nouns and explores how the structural distance between a collective\r\nnoun and its anaphoric pronoun affects number agreement patterns in British English. This study offers a\r\nquantitative analysis that explicitly measures boundary position, incorporating syntactic boundaries (same\r\nclause; different clause in the same sentence; following sentence). It provides new empirical evidence for a\r\nfrequently asserted but rarely quantified claim. The data were extracted from the BNC by identifying\r\ntokens where a collective noun was followed, within ten words, by an anaphoric pronoun. After manual\r\nfiltering, in which ambiguous and non-anaphoric cases were excluded, each remaining instance was coded\r\nby boundary position to model pronominal agreement. The findings reveal that plural pronominal\r\nagreement becomes more likely as syntactic separation increases, and syntactic boundaries do not affect\r\nall nouns equally: agreement patterns depend on the specific noun, not merely on its status as a collective\r\nnoun. In short, distance effects are robust but noun-specific. The study, therefore, offers a practical\r\nframework for extending boundary-sensitive analyses to other collective nouns and linguistic registers.\r\nKeywords: agreement; British National Corpus (BNC); British English; collective nouns; syntactic boundaries", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "TE9RRV", "name": "Awasha Atiega", "avatar": null, "biography": null, "public_name": "Awasha Atiega", "guid": "79ba6469-71e1-50c2-bf3c-326e92202a44", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/TE9RRV/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/LMWM9W/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/LMWM9W/", "attachments": []}, {"guid": "cba3a356-50ea-5128-892c-c3da482ed1aa", "code": "EMAGVD", "id": 32, "logo": null, "date": "2026-04-22T15:15:00+00:00", "start": "15:15", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-32-ancient-greek-to-italian-translation-with-chatgpt", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/EMAGVD/", "title": "Ancient Greek-to-Italian Translation with ChatGPT", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThe study contributes to current research on the application of AI to classical languages and offers\r\ninsights into how far Machine Translation (MT) systems have progressed in the translation of ancient\r\ntexts. In this paper, we present a comparative investigation of MT from Ancient Greek to Italian, focusing\r\non the performance of ChatGPT as an AI language model applied to a low-resource classical language. In\r\nthis case, Ancient Greek poses substantial challenges for computational processing due to a lower\r\navailability of digital corpora, as well as its linguistic complexity: highly inflectional morphology, flexible\r\nword order, extensive use of particles, and pragmatic ambiguity. Within this context, the study aims to\r\nassess to what extent ChatGPT can produce translations that are not only formally well-structured, but\r\nalso philologically plausible. The analysis is conducted on a selected corpus of Ancient Greek passages\r\ndrawn from different genres and historical periods, with authors such as Homer, Hippocrates, and\r\nSappho. The methodology is the same for the analysis of each passage: the Italian translation generated by\r\nChatGPT is systematically compared with authoritative published human translations, so that the pros and\r\ncons of the result emerge along with any similarities or differences. The assessment of outputs is both\r\nquantitative and qualitative. In fact, both the frequency and types of errors encountered are analysed, as\r\nwell as a linguistic interpretation based on morphosyntax and, of course, a lexical check that also observes\r\nthe correspondence of culturally significant terms. The results indicate that ChatGPT generally produces a\r\nfluent Italian output and shows a noteworthy ability to capture the global meaning of many passages; at\r\nthe same time, the system often opts for oversimplified or generic solutions. Performance also varies\r\naccording to genre, with greater instability in poetic and fragmentated texts. These findings suggest that,\r\nalthough ChatGPT in its current state cannot be considered a reliable autonomous translator for Ancient\r\nGreek, it can function as a supportive tool within a post-editing framework, potentially reducing the initial\r\nworkload of human translators.\r\nKeywords: Ancient Greek, Italian, Machine Translation, AI", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "RJJBAF", "name": "Riccardo Vicari | Castrenze Nigrelli", "avatar": null, "biography": null, "public_name": "Riccardo Vicari | Castrenze Nigrelli", "guid": "9875741f-f860-5e37-9e3a-4ef58fefef30", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/RJJBAF/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/EMAGVD/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/EMAGVD/", "attachments": []}, {"guid": "5716084e-c4b3-5d61-898b-35e90a7dc9fa", "code": "FRM7PZ", "id": 18, "logo": null, "date": "2026-04-22T15:30:00+00:00", "start": "15:30", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-18-vowel-realization-in-the-rimenian-variety-of-kefalovryso", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/FRM7PZ/", "title": "Vowel realization in the Rimenian variety of Kefalovryso", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nVlach is a spoken-only language and has been recorded as endangered, lacking a unified written system (Beis &\r\nDasulas, 2017). Studies conducted on Vlach have been mostly descriptive, with very few focusing on phonology\r\n(Dinas, 1987; Beis, 2000) or phonetics (Vrazitulis, 2023). Though the vowel system of the Vlach language is\r\ncommonly reported to contain seven vowels (/i, e, a, o, u, \u0259, \u0268/), the Farsherot dialect (part of which is the\r\nRimenian variety) does not contain the central high vowel /\u0268/ (Caragiu-Mario\u0163eanu, 1968). The present paper\r\ninvestigates acoustic properties of the vowels of the Rimenian variety of Kefalovryso (Pogoni prefecture,\r\nEpirus) which, to our knowledge, has never been studied experimentally, in order to provide an acoustic\r\ndescription of its vowel space and to explore the status of the central vowels in this variety. We additionally\r\ncompare the acoustic properties of Rimenian vowels with those of Greek, identifying areas of overlap and\r\ndivergence that may bear on phonological categorization and language contact.\r\nOn the basis of linguistic profiling, the community can be characterized as Greek-dominant bilingual, with\r\nVlach maintained as a regularly used secondary language. For the purpose of this study ten bilingual speakers\r\nof Kefalovryso (five male, five female) were recorded producing Greek and Vlach vowels in directed speech.\r\nThe material consisted of carefully selected Greek and Vlach words with CV1CV2 syllabic structure, all stressed\r\non the first syllable. The first consonant was bilabial and the second bilabial or alveolar. F1 and F2\r\nmeasurements were made with Praat (Boersma & Weenink, 2025) and were subsequently normalized using the\r\nLobanov method in NORM (Thomas & Kental, 2007). Absolute and normalized vowel duration measurements\r\nwere also conducted. A Linear Mixed Model in SPSS was employed to locate differences between the two vowel\r\nsystems according to language and gender.\r\nPreliminary results indicate that Rimenian vowels /o/ and /u/ are realized in a more open and front\r\nposition relative to their Greek counterparts. Further comparisons among the Rimenian vowels showed that\r\nthe centrals /\u0259/ and /\u0268/ are acoustically close to /a/ and /e/ respectively, suggesting substantial overlap in the\r\nacoustic space. These patterns, along with additional findings, will be discussed in light of linguistic contact\r\nbetween Rimenian and Greek", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "9CTSMM", "name": "Dorothea Bilbili", "avatar": null, "biography": null, "public_name": "Dorothea Bilbili", "guid": "02d16382-56bc-550d-bb63-78bf704977d5", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/9CTSMM/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/FRM7PZ/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/FRM7PZ/", "attachments": []}]}}, {"index": 2, "date": "2026-04-23", "day_start": "2026-04-23T04:00:00+00:00", "day_end": "2026-04-24T03:59:00+00:00", "rooms": {"Online Session": [{"guid": "c4d4dcbd-d776-5e60-a79f-833599ddd295", "code": "TBBF8F", "id": 7, "logo": null, "date": "2026-04-23T12:00:00+00:00", "start": "12:00", "duration": "00:30", "room": "Online Session", "slug": "athens-2026-7-social-influences-on-pronunciation", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TBBF8F/", "title": "Social influences on pronunciation", "subtitle": "", "track": "Keynote", "type": "Keynote Presentation", "language": "en", "abstract": "Outline\r\nResearch on second language (L2) pronunciation has long acknowledged the importance of social context, yet\r\nsocial factors are still often treated as peripheral to phonological development. This plenary addresses the\r\ncentral role that social factors play in shaping L2 phonological acquisition and use. It asks four guiding\r\nquestions: how social factors are defined in pronunciation research, which social factors have been empirically\r\ninvestigated, how and why these factors influence L2 phonological development in both perception and\r\nproduction, and what these findings mean for the teaching of L2 pronunciation.\r\nSocial factors are understood here as influences that are external to the learner and embedded in the\r\nlanguage learning environment, particularly those that reflect learners\u2019 relationships with their social worlds.\r\nResearch has examined a wide range of such factors, including L2 attitudes, social and peer group networks,\r\nL2 contact and exposure, study abroad, gender, identity, and ethnic group affiliation. While these variables are\r\noften grouped under the umbrella of individual differences, they differ from traditionally internal factors\u2014such\r\nas aptitude, motivation, or age\u2014in that they foreground learners\u2019 social positioning and engagement with the\r\nlinguistic environment. Viewed in this way, social factors offer critical insights into why learners with similar\r\ninstructional experiences may follow very different phonological developmental paths.\r\nFrom a social contextual perspective, social factors shape L2 phonological development by influencing\r\nboth the input learners encounter and the pronunciation targets they adopt. Learners are exposed to multiple\r\nvarieties of a language across settings, often well beyond the standard models presented in classrooms. Their\r\nphonological choices are influenced by speech norms in their L1 and L2 communities, socially and gendered\r\npatterns of variation, opportunities for interaction through study abroad or media, and participation in social\r\nand ethnic networks. Learners are therefore not passive recipients of phonological input, but active agents\r\nwhose pronunciation choices are systematic and socially meaningful, often serving to index identity, align with\r\nparticular groups, or resist features that conflict with desired social affiliations.\r\nThe keynote concludes by considering the implications of social factor research for pronunciation\r\npedagogy. Recognizing learners as socially situated language users challenges deficit oriented views of\r\naccentedness and invites a rethinking of instructional goals, models, and assessment practices. By placing social\r\ncontext, variation, and identity at the center of pronunciation research and teaching, this talk argues for more\r\nsocially responsive and theoretically informed approaches to L2 pronunciation, and outlines directions for\r\nfuture research in this growing area.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "NN93UM", "name": "Jette Hansen Edwards", "avatar": null, "biography": null, "public_name": "Jette Hansen Edwards", "guid": "de56e01c-3a09-5f67-bef0-3b1dc79d7605", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/NN93UM/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TBBF8F/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TBBF8F/", "attachments": []}, {"guid": "ab463bc4-0c4f-52cc-84c9-f7fe2d48b41c", "code": "CVFCQM", "id": 20, "logo": null, "date": "2026-04-23T12:30:00+00:00", "start": "12:30", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-20-the-impact-of-pause-distribution-and-duration-in-chinese-portuguese-interpretation-an-analysis-of-meaning-disruption-and-communicative-consequences", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/CVFCQM/", "title": "The Impact of Pause Distribution, and Duration in Chinese Portuguese Interpretation: An Analysis of Meaning Disruption and Communicative Consequences", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study examines the critical role of pause length and positioning in consecutive and simultaneous\r\ninterpretation between Chinese and Portuguese. Through empirical analysis of\r\n20 professional interpreters and 40 native Portuguese listeners, we investigated how inappropriate pause\r\ndistribution within sentence structures disrupts meaning transmission and comprehension. Prosodic\r\nfeatures, including pause patterns, are essential to meaning construction in both Chinese and Portuguese.\r\nIn Chinese, pauses often delineate semantic units and help disambiguate meaning in the absence of explicit\r\ngrammatical markers (Tseng, 2006). In Portuguese, prosodic phrasing influences syntactic parsing and\r\npragmatic interpretation (Frota & Vig\u00e1rio, 2003). When interpreters introduce pauses that do not align\r\nwith target language prosodic expectations, listeners may erroneously segment the incoming speech\r\nstream, resulting in miscomprehension (Seeber, 2017). This is particularly problematic when interpreting\r\nbetween languages with different prosodic systems, as between Chinese and Portuguese.\r\nOur findings reveal that the typological distance between Chinese (an isolating, tonal language with\r\ntopic-prominence) and Portuguese (an inflectional, stress-timed language with subject- prominence)\r\ncreates unique challenges for interpreters. Results indicate that inappropriately positioned pauses occurring\r\nat syntactically incorrect junctures result in meaning fragmentation, with a significant negative correlation\r\nbetween inappropriate pause placement and listener comprehension. Passages containing more than five\r\ninappropriate pauses per minute showed a bigger reduction in comprehension accuracy. These findings\r\nhave substantial implications for diplomatic, business, and legal interpretation contexts and provide\r\nevidence- based recommendations for interpretation training programs", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "LYVEK3", "name": "Ana Margarida Bel\u00e9m Nunes", "avatar": null, "biography": null, "public_name": "Ana Margarida Bel\u00e9m Nunes", "guid": "e023ef97-f7b8-549d-8bfc-20f8145bcefa", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/LYVEK3/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/CVFCQM/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/CVFCQM/", "attachments": []}, {"guid": "3b3e2770-61dc-56fa-895e-e26577d413b3", "code": "WCT7GK", "id": 28, "logo": null, "date": "2026-04-23T12:45:00+00:00", "start": "12:45", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-28-prosodic-acoustic-features-in-l2-brazilian-portuguese-speech-production-by-native-irish-english-speakers", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/WCT7GK/", "title": "Prosodic-Acoustic Features in L2 Brazilian Portuguese Speech Production by Native Irish English Speakers", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study investigates the impact of prosodic-acoustic differences in speech production between English\r\nas a native language (L1) and Portuguese as a foreign language (L2) among native Irish speakers, with a\r\nfocus on the proficiency level in the target language. It addresses a significant gap in the literature\r\nconcerning the acquisition of prosody in L2 Portuguese, particularly among speakers whose L1 is English\r\n\u2014a stress-timed language with distinct rhythmic, intonational, and intensity-related features. The central\r\nresearch question is: To what extent can proficient L2 Portuguese speakers manage prosodic-acoustic\r\nfeatures such as duration, fundamental frequency (f0), and intensity when producing the target L2, and\r\nhow do these realizations deviate from their native patterns?\r\nThe theoretical framework draws prior research into prosodic-acoustic parameters in L2 speech\r\nproduction and acquisition (Silva Jr. & Barbosa, 2023, 2024), as well on the revised Speech Learning\r\nModel (Flege & Bohn, 2021), which predicts differential acquisition trajectories for acoustic parameters\r\nbased on cross-linguistic phonetic similarity and perceptual salience in the L1. Recent research\r\ndemonstrates that the transition from stress-timed English to syllable- timed Brazilian Portuguese presents\r\npersistent challenges across proficiency levels (Gut, 2022; Passion & Ordin, 2021). L1 English speakers\r\nsystematically transfer stress-timing strategies, producing over-reduced unstressed vowels and maintaining\r\nL1-based durational patterns even at advanced stages (Ulbrich & Ordin, 2020). Intonational challenges\r\ninclude tonal space mapping difficulties, as Brazilian Portuguese nuclear contours employ distinct pitch\r\naccent types that do not correspond to English inventory (Barbosa & Madureira, 2021; Gordon & Darcy,\r\n2022).\r\nAs for the Methods, data were collected through semi-structured interviews with seven native English\r\nspeakers from Northern Ireland, all of whom are C1\u2013C2 proficient in L2 Portuguese. Acoustic analysis\r\nwas conducted using Praat (Boersma & Weenink, 2024), and statistical procedures included a Kruskal-Wallis \r\ntest to assess the effect of language level on prosodic- acoustic parameters. Preliminary results\r\nindicate that f0-based acoustic parameters\u2014such as coefficient of variation, slope, median, maximum,\r\nminimum, skewness, and peak and valley rates\u2014exhibited significant differences between L1 English and\r\nL2 Portuguese productions suggesting that advanced proficiency facilitates convergence toward target\r\nmelodic-acoustic features consistent with recent findings on pitch range acquisition in L2 speech (Mennen\r\net al., 2020; Leemann et al., 2023). Similar effects were not observed for durational and intensity- related\r\nfeatures even at C1-C2 proficiency levels, aligning with research showing these parameters are particularly\r\nresistant to change in L2 acquisition (Kolly & Dellwo, 2021; Raiscot et al., 2022). The persistence of L1-\r\nlike durational and intensity patterns suggests these parameters require specialized intervention, potentially\r\nthrough high-variability perceptual training and articulatory training methods that have shown\r\neffectiveness in recent research (Olson, 2023).\r\nThis study is ongoing, with current efforts focused on analyzing global and pairwise effects between\r\nL1 English\u2013L2 Portuguese speakers (experimental group) and native Brazilian Portuguese speakers\r\n(control group).", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "CEMEPE", "name": "Ana Margarida Bel\u00e9m Nunes", "avatar": null, "biography": null, "public_name": "Ana Margarida Bel\u00e9m Nunes", "guid": "809e8228-b5a1-5ec0-966d-1756564ea037", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/CEMEPE/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/WCT7GK/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/WCT7GK/", "attachments": []}, {"guid": "90732894-2d64-589c-87b8-46c1a9b9a8c2", "code": "BKKUBM", "id": 23, "logo": null, "date": "2026-04-23T13:00:00+00:00", "start": "13:00", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-23-academic-podcasting-for-prosody-education", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/BKKUBM/", "title": "Academic Podcasting for Prosody Education", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study addresses the challenge of teaching theoretical prosody concepts (i.e., studies about stress,\r\nrhythm, intonation, voice quality, and other suprasegmental aspects of human pattern of pronunciation)\r\nin undergraduate courses. Our main aim was to develop a didactic approach to promote active and\r\nreflective learning about prosody and its suprasegmental characteristics. We hypothesize that creating an\r\nacademic podcast can serve as an effective scholarly research tool for community development and\r\nfostering an inclusive educational environment in phonetics and phonology. For Methodology, a set of\r\ndidactic activities was designed to guide students in recording podcast episodes. The theoretical\r\nframework employed was the Collaborative Online International Learning (COIL) methodological\r\napproach. A total of 58 undergraduate students from Phonetics and Phonology courses at the State\r\nUniversity of Para\u00edba (UEPB) and S\u00e3o Paulo State University (UNESP) were grouped. Nine student\r\ngroups performed seven weeks of academic exchange activities. They collaboratively addressed topics on\r\nthe phonetic- phonological characteristics of Brazilian Portuguese regional varieties (Para\u00edba and S\u00e3o\r\nPaulo inland) and their potential effects on foreign language production/perception. Insights were\r\nsummarized into a script, and two students from each cross-university group recorded an episode, which\r\nwas subsequently edited and published. Acoustic processing was based on the podcast samples produced\r\nby the students from both Para\u00edba and S\u00e3o Paulo. It involved forced-alignment via Munich Automatic\r\nSegmentation (MAUS), manual correction, re-alignment into prosodic-level units, and automatic feature\r\nextraction using a Praat script. Statistical analysis was carried out through Mann- Whitney U test to\r\ncompare the independent effect of each dialectical group on the prosodic-acoustic features. Results\r\nrevealed that features of speech, such as pause duration, f0 centrality, variability and dynamics, as well as\r\nlong-term spectral intensity showed significant differences between these dialects. This academic\r\npodcasting experience enabled us to teach the relevance of studying prosody, and this was positively\r\nevaluated by the participating students. The project also enabled students to identify with their own\r\nlinguistic diversity, including regional accents expressed through prosodic features, by hearing their own\r\nand others\u2019 voices. The findings support that the academic podcast project can be successfully\r\nimplemented as a scholarly research tool.\r\n\r\nKeywords: Prosody. Academic podcasting. Acoustic phonetics. Brazilian regional dialects. Virtual exchange.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "UYAELE", "name": "Leonidas Silva Jr. | Luciani Tenani", "avatar": null, "biography": null, "public_name": "Leonidas Silva Jr. | Luciani Tenani", "guid": "37df7b23-1cd2-5c4a-9b90-e4fccff94be9", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/UYAELE/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/BKKUBM/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/BKKUBM/", "attachments": []}, {"guid": "2d74f294-257d-5bc5-85d2-7d7ee64b1bfb", "code": "BPSKEC", "id": 35, "logo": null, "date": "2026-04-23T13:15:00+00:00", "start": "13:15", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-35-innovative-interventions-for-young-children-s-phonological-working-memory-the-case-of-dutch", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/BPSKEC/", "title": "Innovative interventions for young children\u2019s phonological working memory: The case of Dutch", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nPhonological working memory (PWM) is a fundamental cognitive mechanism in language acquisition. It\r\nhelps us retain, process, and manipulate the sound structures of the language, and thus underpins the\r\nsuccessful acquisition of pronunciation, vocabulary, grammar, and communication skills, which eventually\r\nimprove our overall language proficiency. This general picture is not only attested in L1-acquisition but also\r\nin the context of learning an L2. Moreover, recent research on language pathology has consistently\r\nrevealed a deficit in PWM in children with Developmental Language Disorder (DLD) and dyslexia.\r\nThe vital role of PWM in language acquisition and proficiency logically gives rise to a particular\r\ndirection in intervention methods in language education and therapy. Instead of directly focusing on\r\nlanguage knowledge or skills, interventions for PWM may also be beneficial, as shown in Karousou &\r\nNerantzaki (2020). Inspired by this 2020-study, which reported a positive effect on English vocabulary\r\nlearning after trainings of the child\u2019s PWM, we aim to develop two gamified intervention activities to train\r\nyoung children\u2019s PWM. We consider Dutch as the target language and our target groups cover children\r\nlearning Dutch as an L2 as well as those with DLD or dyslexia acquiring Dutch as their native speech, both\r\ngroups aged between four and eight years old. To ensure that the interventions are sufficiently engaging for\r\nthe target age groups and can be easily integrated into language classrooms and therapeutic settings, the\r\ninterventions will be designed as touchscreen-based games generated online during actual gameplay,\r\nprovided that an internet connection is available.\r\nIn this presentation, we will illustrate the detailed procedure in developing these games. We will start\r\nthe presentation with a brief overview of the relevant literature. We will then focus on the detailed\r\nprocedure used to develop our interventions, beginning with the theoretical rationale underlying the\r\nchoice of game types. We will describe the careful selection of sound materials for the construction of\r\nDutch nonwords and present the motivations for these choices, followed by the automated generation of\r\nnonwords and the criteria used to select the final pool of nearly 2,000 items. We will also provide and\r\ndiscuss an overview of the programming codes underlying the gamified interventions. We will launch and\r\ndemonstrate the innovative interventions, followed by discussion points and topics for the future.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "XD8FR7", "name": "Jing Lin", "avatar": null, "biography": null, "public_name": "Jing Lin", "guid": "7dd4b527-c53c-512b-998e-b03e77101e52", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/XD8FR7/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/BPSKEC/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/BPSKEC/", "attachments": []}, {"guid": "ebdb553f-e972-55e1-9697-a22b42721880", "code": "SFSYAK", "id": 36, "logo": null, "date": "2026-04-23T13:30:00+00:00", "start": "13:30", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-36-training-effects-on-the-perception-of-final-melodic-contours-in-l2-french-questions", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SFSYAK/", "title": "Training Effects on the Perception of Final Melodic Contours in L2 French Questions", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThe perception and production of several prosodic phenomena (stress, intonation, and rhythm) often pose a\r\nchallenge for adult learners of a second language (Mennen, 2015; Jongman & Tremblay, 2020). Research has\r\nshown that while explicit instruction improves oral fluency and native-like rhythm in Anglophone L2 French\r\nlearners (Drouillet et al, 2024), implicit approaches, such as the Verbo-Tonal Method, enhance prosodic\r\nmastery in reading and spontaneous speech (Alazard et al., 2010; Alazard, 2013; Saito & Plonsky, 2019). To\r\nour knowledge, no prior studies, however, have compared explicit (otherwise known as Form-Based, FB)\r\nversus implicit (Meaning-Based, MB) instruction effects on the perception of difficult prosodic patterns in\r\necologically valid classroom settings.This study addresses two questions: (1) To what extent are beginner\r\nAnglophone learners sensitive to the prosodic cues distinguishing yes/no and wh-questions in French, and how\r\ndoes this sensitivity change with training? (2) Which type of training, Form-Based or Meaning-Based, yields\r\ngreater improvements in the perception of final melodic contours in L2 French questions?\r\nThirteen English-speaking undergraduates enrolled in beginner L2 French courses in the U.S. (ages\r\n18\u201321; M = 19.9 y/o; 8 women, 5 men; A1\u2013A2 CEFR proficiency after one semester ~ 45\u201350 hours)\r\nparticipated in our study. Participants were randomly assigned to FB (n = 7) or MB (n = 6) conditions,\r\ncompleting 7.5 hours of standard curriculum instruction over two weeks.\r\nIn FB classes, the instructor provided explicit metalinguistic corrections, prompted self-correction,\r\nreformulated learner output, and used paralinguistic cues (gestures, exaggerated intonation). MB classes\r\nemphasized recasts, clarification requests, and implicit noticing of prosodic forms through communicative\r\ntasks. To assess participants\u2019 sensitivity to intonation, 20 questions (10 yes/no and 10 wh-) were recorded,\r\neach produced in three manipulated versions using PRAAT: canonical, non-native 1, and non-native 2. For\r\nyes/no questions, the final f0 contour on the last syllable was modified to create (1) a native-like late rise\r\n(L)H* H% (6\u20138 ST), (2) an over-amplified rise (L)H*HH% (+2\u20134 ST, total 8\u201312 ST), and (3) a falling\r\ncontour L* L%. The same three manipulations were applied to open wh- questions: (1) a native-like fall L*\r\nL%, (2) a rise H% (+6\u20138 ST), and (3) an over-amplified rise HH% (+2\u20134 ST).\r\nResults show that question type significantly influenced performance: wh-questions consistently proved\r\nmore challenging than yes/no questions. MB training produced slightly stronger gains for interrogative\r\nintonation recognition, particularly for distinguishing canonical falls from exaggerated rises in wh-questions.\r\nError patterns revealed persistent L1 influence, with learners favoring exaggerated rises (HH%), which aligns\r\nwith previous studies on L2 learner preferences (Santiago et al., 2014).\r\nOur results suggest that ecologically valid classroom prosody training supports more consistent perceptual\r\npatterns for L2 French interrogatives, with Meaning-Based instruction showing modest advantages over\r\nForm-Based approaches for melodic contour recognition. These findings highlight the feasibility and value of\r\nearly prosodic instruction within standard beginner curricula, addressing a critical gap in L2 acquisition.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "VNPNRL", "name": "Samantha Bellomo-Skvasik", "avatar": null, "biography": null, "public_name": "Samantha Bellomo-Skvasik", "guid": "fe1df313-6e17-51ca-a65d-f46a4dc1a828", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/VNPNRL/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SFSYAK/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SFSYAK/", "attachments": []}, {"guid": "61facb0b-960a-559f-b74b-5d02952fef53", "code": "SXPUN9", "id": 14, "logo": null, "date": "2026-04-23T13:45:00+00:00", "start": "13:45", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-14-ai-mediated-communication-and-language-development-sociolinguistic-pragmatic-and-pedagogical-risks-and-implications-for-emi-and-esl-education", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SXPUN9/", "title": "AI-Mediated Communication and Language Development: Sociolinguistic, Pragmatic and Pedagogical Risks and Implications for EMI and ESL Education", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThe 21st century has marked an era of unprecedented technological advancement; the rapid integration of\r\nArtificial Intelligence (AI) into our daily life as well as into the educational and communicative practices\r\nrepresents one of the most significant transformations of the twenty-first century. Various tools, grammar\r\ncheckers, translation systems and conversational agents that are based on AI, are now deeply embedded in\r\nlanguage learning environments, particularly within English as a Medium of Instruction (EMI) and English as\r\na Second Language (ESL). While these technologies offer important pedagogical benefits, their pervasive use\r\nraises critical concerns regarding long-term sociolinguistic, pragmatic, cognitive and identity-related\r\nconsequences.\r\nThis interdisciplinary research investigates how AI reshapes students\u2019 writing and speaking practices,\r\nfocusing on sociolinguistic behavior, pragmatic competence, academic reasoning, critical thinking and linguistic\r\nidentity.\r\nThe study aims to examine how reliance on AI-mediated communication influences spontaneous language\r\nproduction, interaction patterns and students\u2019 willingness to take linguistic risks. It explores how the constant\r\nAI use may affect authentic face-to-face communicative engagement and social interaction and how it might\r\nundermine critical thinking. Particular attention is paid to pragmatic competence, including the comprehension\r\nand production of implicatures, presuppositions, speech acts and culturally appropriate discourse, as well as the\r\ninterpretation and development of non- verbal communication skills. Additionally, the research addresses the\r\nrisk of linguistic homogenization, investigating how AI-generated language may threaten individual voice,\r\nstylistic variation and the preservation of learners\u2019 unique linguistic and cultural identities.\r\nMethodologically, the project will adopt a mixed-method, an interdisciplinary framework that integrates\r\ntheoretical and empirical approaches. A systematic literature review grounded in sociolinguistics, pragmatics,\r\napplied linguistics, pedagogy and language processing will establish the theoretical foundation. Empirically, the\r\nresearch will involve quantitative statistical analysis combined with qualitative discourse analysis. This\r\ncomprehensive methodology enables the identification of linguistic, pragmatic and cognitive changes that are\r\nassociated with AI.\r\nThe research will provide theoretical grounding, as well as corpus development, followed by empirical\r\nresearch and data collection and will conclude with an in-depth examination of contemporary Natural Language\r\nProcessing (NLP) and Large Language Models (LLMs). This final phase will ensure that pedagogical insights\r\nand analytical conclusions reflect the most current developments in AI technology.\r\nThe expected outcomes will include a detailed mapping of AI\u2019s impact on writing and speaking practices,\r\nwith particular attention to how AI-mediated communication shapes learners\u2019 critical language identities in EMI\r\nand ESL contexts. The study will identify cognitive, socio-pragmatic and identity-related risks associated with\r\nAI use, alongside the generation of original empirical data. By bridging theory, empirical evidence, pedagogy\r\nand critical language identity, this research will make a significant contribution to sociolinguistic and pragmatic\r\ntheory while offering practical frameworks for the responsible and reflexive integration of AI in EMI and ESL\r\neducation.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "GBNRZW", "name": "Elina Stepanyan", "avatar": null, "biography": null, "public_name": "Elina Stepanyan", "guid": "13ad09d5-c918-55c7-ab15-5361e8399231", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/GBNRZW/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SXPUN9/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SXPUN9/", "attachments": []}]}}, {"index": 3, "date": "2026-04-24", "day_start": "2026-04-24T04:00:00+00:00", "day_end": "2026-04-25T03:59:00+00:00", "rooms": {"Online Session": [{"guid": "026d26ee-bfd6-57e8-971e-987fc9f9222b", "code": "SR3MTB", "id": 10, "logo": null, "date": "2026-04-24T12:00:00+00:00", "start": "12:00", "duration": "00:30", "room": "Online Session", "slug": "athens-2026-10-how-to-identify-multi-word-expressions-in-corpora", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SR3MTB/", "title": "How to Identify Multi-Word Expressions in Corpora?", "subtitle": "", "track": "Keynote", "type": "Keynote Presentation", "language": "en", "abstract": "Outline\r\nMulti-word expressions (MWEs) such as of course, in the light of, as good as new or take into account are\r\ncentral to fluent communication, yet relatively difficult to identify systematically. This lecture draws on the\r\nforthcoming Frequency Dictionary of Multi-Word Expressions in British English (Brezina & Gablasova,\r\nRoutledge, 2026) to present a clear, corpus-based method for analysing a wide range of MWEs across genres.\r\nI begin by contrasting corpus evidence with current AI language models. Modern AI generates language by\r\nanswering a simple question \u2013 What is the next word? \u2013 a principle long used in corpus linguistics to measure\r\ncollocation. Yet while AI can imitate fluent usage, corpora remain more transparent and reliable for identifying\r\nMWEs because they trace patterns directly to authentic human interaction in speech and writing.\r\nThe lecture outlines a practical framework combining frequency, association strength and dispersion to\r\ncapture the core phraseology of contemporary British English. Examples from the dictionary illustrate how this\r\nmethod reveals stable, meaningful MWEs and supports applications in language teaching, language testing,\r\nlexicography and applied linguistic research. The central claim is this: AI can model language, but corpora allow\r\nus to understand it.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "D3GP7Z", "name": "Vaclav Brezina", "avatar": null, "biography": null, "public_name": "Vaclav Brezina", "guid": "db97cd64-d92e-5b46-a802-f108aba51eae", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/D3GP7Z/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SR3MTB/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/SR3MTB/", "attachments": []}, {"guid": "2a7a6f56-ead6-522a-80a8-df2aa5255167", "code": "XEC9MD", "id": 22, "logo": null, "date": "2026-04-24T12:30:00+00:00", "start": "12:30", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-22-l2-prosodic-features-in-automatic-accent-classification", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/XEC9MD/", "title": "L2 Prosodic Features in Automatic Accent Classification", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study aims to determine the influence of L2 prosodic features on automatic accent classification.\r\nSpecifically, we investigated which features\u2014durational, melodic, intensive, or voice quality\u2014are most\r\neffective at classifying accents as either 'Native' (L1-English) or 'Foreign' (L2-English and L1-Brazilian\r\nPortuguese). Our hypothesis is that a multidimensional matrix of prosodic features is necessary to finely\r\ndistinguish L1- L2 linguistic differences and enhance automatic accent classification. For Methodology,\r\nthis research integrates principles from phonetics, L2 prosody, and Artificial Intelligence (AI). The dataset\r\ncomprised 160 read-speech samples from three groups: 80 L1-English (L1E) American speakers, 40 L2-\r\nEnglish (L2E) proficient Brazilian speakers, and 40 L1- Brazilian Portuguese (L1BP) speakers. Samples\r\nwere based on a phonetically balanced text (an Aesop\u2019s fable). Acoustic processing involved forcedalignment \r\nvia Montreal Forced Aligner (MFA), manual correction, re-alignment into prosodic-level units,\r\nand automatic feature extraction using a Praat script. Statistical analysis included a Kruskal- Wallis test\r\nfollowed by a Dunn test for pairwise comparisons (L1E-L2E, L1E-L1BP, L2E- L1BP). Finally, L1E was\r\ncategorized as \u2018Native\u2019 and L2E/L1BP as \u2018Foreign\u2019 targets for the Automatic Speech Recognition (ASR)\r\nsystem. Preliminary results indicate that long- term spectral (and other intensive) features of voice quality,\r\nfollowed by durational features, were consistent in differentiating the language groups globally and in\r\npairwise comparisons. These features also showed a moderate-to-high influence on the accent\r\nclassification performance. The Machine Learning algorithms achieved classification accuracy levels\r\nranging from 71% to 100%. Variables related to duration and intensity were found to be significant\r\npredictors in the accent classification models. The major conclusion is that prosodic acoustic features,\r\nparticularly those related to intensity and duration, are highly influential in the automatic classification of\r\nforeign accent. The significance of this study extends to L2 pedagogy and to the L2 Forensic field. For\r\nthe former, the predictive power of prosodic features suggests that current practices in pronunciation\r\nclasses that prioritize a segment-narrow-focus approach should be revisited and re-prioritized to align\r\nwith suprasegmental instruction (e.g., teaching stress, rhythm, intonation, and voice modulation). For the\r\nlatter, the identification of reliable, automatically-extracted prosodic features provides new, measurable\r\nacoustic parameters that can be applied to speaker profiling and (foreign) accent characterization in\r\nunknown or disguised speech samples. This alignment enhances both the technical performance of ASR\r\nmodels and the potential for improving L2 communication effectiveness and forensic speaker analysis.\r\nKeywords: L2 Prosody. ASR. Acoustic Phonetics. L2 Pronunciation Pedagogy. L2 Forensic Field", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "A39ENP", "name": "Leonidas Silva Jr", "avatar": null, "biography": null, "public_name": "Leonidas Silva Jr", "guid": "2dfb7de2-7d01-5cff-9875-3d5eaa8e5dc2", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/A39ENP/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/XEC9MD/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/XEC9MD/", "attachments": []}, {"guid": "4a193781-aa61-566e-9b01-aa89205f2889", "code": "WKVNAE", "id": 12, "logo": null, "date": "2026-04-24T12:45:00+00:00", "start": "12:45", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-12-decoding-morphosyntax-can-llms-handle-inflection-and-derivation-in-english-and-greek", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/WKVNAE/", "title": "Decoding Morphosyntax: Can LLMs Handle Inflection and Derivation in English and Greek?", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study explores the extent to which Large Language Models (LLMs) can accurately analyze and compare\r\ninflectional morphosyntactic features and derivational patterns in English and Greek \u2014 two typologically\r\ndivergent systems. While English is predominantly analytic, Greek exhibits a rich fusional inventory of\r\nmorphosyntactic features encoded inflectionally, including tense, aspect, number, case, gender, and person.\r\nThe central research question is whether LLMs can reliably identify, categorise, and disambiguate these\r\nfeatures across the two systems and how their performance on inflectional paradigms interacts with their\r\nhandling of derivational morphology. A secondary focus concerns the degree to which morphosyntactic\r\nfeature encoding constrains or assists LLMs in recognizing derivational processes and their productivity.\r\nThe study hypothesizes that the typological mismatch between English and Greek exposes systematic gaps\r\nin LLM morphological competence, particularly in the processing of inflectionally dense paradigms and\r\nderivationally complex lexemes.\r\nMethodology\r\nThe study adopts a mixed-methods design integrating theoretical morphological analysis with\r\ncomputational modeling and empirical evaluation. Two annotated corpora \u2014 one for English and one for\r\nGreek \u2014 are constructed from diverse text sources, with words tagged for morphosyntactic feature values,\r\nderivational patterns (prefixation, suffixation), and morphological complexity ranging from transparent to\r\nopaque forms. Complex phenomena receiving special attention include syncretism, allomorphy, suppletion,\r\nand morphosemantic ambiguity \u2014 all of which pose well- documented challenges for both human parsers\r\nand computational models. State-of-the-art LLMs (GPT-5.1, Gemini 3, Claude 4.6, and Perplexity 4.5) are\r\nevaluated on the annotated datasets using standard metrics (precision, recall, F1-score), complemented by\r\nnovel morphology-sensitive metrics developed specifically for LLM morphological evaluation: a\r\nMorphosyntactic Context Sensitivity metric, a Morphological Complexity Score, and a Morpheme Accuracy\r\nMetric, among others. Supervised fine-tuning and Reinforcement Learning from Human Feedback (RLHF)\r\nvia prompt engineering are further explored as strategies for improving model performance.\r\nResults\r\nEvaluation results reveal that LLMs perform inconsistently across morphosyntactic feature categories, with\r\nthe greatest difficulties emerging in Greek paradigms characterized by high degrees of syncretism and\r\nmorphophonological alternation (e.g., inactive phonological phenomena, allomorphy). In derivational\r\nanalysis, models tend to rely on surface analogical patterns rather than rule-governed morphological\r\noperations, leading to systematic errors in disambiguating derivation from inflection and in correctly\r\nidentifying the base and affix structure of complex words. Cross- linguistic comparison further confirms\r\nthat morphosyntactic typology significantly affects LLM generalization, with Greek consistently yielding\r\nlower accuracy scores than English across all evaluation metrics.\r\nConclusions\r\nThe findings demonstrate that current LLMs lack robust morphosyntactic feature representations and that\r\ntheir handling of inflection and derivation falls short of linguistically informed analysis. Crucially, the study\r\nshows that targeted fine-tuning on morphologically annotated data \u2014 particularly for feature-rich languages\r\nlike Greek \u2014 can meaningfully improve performance. These results have direct implications for the designof NLP tools in morphologically complex languages and call for evaluation frameworks that foreground\r\nmorphosyntactic adequacy rather than surface fluency alone.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "STHVMB", "name": "Athanasios Karasimos", "avatar": null, "biography": null, "public_name": "Athanasios Karasimos", "guid": "9360bca6-6940-58ec-b4c5-fdb4e4bf7e3e", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/STHVMB/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/WKVNAE/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/WKVNAE/", "attachments": []}, {"guid": "538309cd-5e8a-5118-8401-57d3de5837a6", "code": "LHECV3", "id": 11, "logo": null, "date": "2026-04-24T13:00:00+00:00", "start": "13:00", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-11-indexicality-and-enregisterment-in-x-discourse-on-dalgona-coffee", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/LHECV3/", "title": "Indexicality and Enregisterment in X Discourse on Dalgona Coffee", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract:\r\nThe COVID-19 pandemic produced a range of viral cultural practices that circulated rapidly through digital\r\nplatforms. One of the most visible examples was Dalgona coffee, a whipped coffee drink that became\r\nwidely shared on social media during early lockdown periods. While initially emerging as a simple recipe,\r\nthe beverage quickly evolved into a recognizable symbol of lockdown culture. This study examines how\r\nDalgona coffee became enregistered as a socially meaningful sign through discourse on X during the first\r\nphase of the COVID-19 lockdown (March\u2013May 2020). Drawing on linguistic anthropological theories of\r\nIndexicality and Enregisterment, alongside Pierre Bourdieu\u2019s concept of distinction and perspectives from\r\nmediatization theory, the study analyzes a corpus of 126 English-language posts referencing Dalgona coffee.\r\nUsing a qualitative discourse-analytic approach with a two-level coding framework, the analysis identifies\r\nboth recurring linguistic patterns and the indexical meanings performed through them. The findings\r\ndemonstrate that Dalgona coffee functioned as a condensed cultural sign indexing several dimensions of\r\npandemic life. Posts frequently positioned the beverage as a temporal marker of early lockdown, a symbol\r\nof participatory belonging within digital communities, and a performative practice linked to productivity\r\nexpectations during quarantine. At the same time, users engaged in reflexive commentary about the trend\u2019s\r\nvirality, saturation, and eventual decline. These discursive patterns illustrate how repeated references and\r\nmetapragmatic commentary contributed to the rapid enregisterment of Dalgona coffee as an emblem of\r\npandemic domestic culture. The study contributes to sociolinguistic research on digital discourse by\r\ndemonstrating how crisis conditions and platform infrastructures can accelerate the formation of culturally\r\nrecognizable signs in online communication.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "EDACUT", "name": "Bageshree Bageshwar", "avatar": null, "biography": null, "public_name": "Bageshree Bageshwar", "guid": "b9353335-5693-5216-9ba3-4d12d230e7ee", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/EDACUT/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/LHECV3/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/LHECV3/", "attachments": []}, {"guid": "b0ecd4c5-3bfb-5bc5-bed8-67030c9ecb75", "code": "TFTTH3", "id": 19, "logo": null, "date": "2026-04-24T13:15:00+00:00", "start": "13:15", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-19-cultural-linguistic-approach-to-cultural-symbols", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TFTTH3/", "title": "Cultural Linguistic Approach to Cultural Symbols", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThe study adopts the theoretical framework of Cultural Linguistics, particularly the notion of cultural\r\nconceptualizations developed by Farzad Sharifian. Cultural conceptualizations are understood as shared\r\nculturally construed systems of meaning that shape and reflect how members of cultural groups understand\r\nthe world around them and speak about it. Cultural symbols are semiotic signs that members of a cultural\r\ncommunity attach specific meanings and emotions to based on shared values, beliefs, and/or expectations.\r\nCultural symbols make these members think and behave in certain ways, and are often seen as defining a\r\nparticular cultural group, as, for example, flags are identified with certain nations. Language as a symbolic\r\nsystem serves as a medium through which cultural symbols are expressed by simultaneously presenting\r\nsomething directly, as frankincense is an aromatic type of resin, and figuratively, as when frankincense\r\nbecomes a symbol of prayer in Orthodox Christianity. I am to discuss how cultural symbols could be\r\nanalyzed from the perspective of Cultural Linguistics as both linguistic and conceptual resources that reflect\r\nshared cultural knowledge. I examine cultural symbols, such as a cross on top of a grave, as manifestations\r\nof collective conceptual structures embedded in language, discourse and multimodal communication\r\npractices. The approach emphasizes qualitative analysis of how cultural symbols are multimodally\r\nconstructed and interpreted within specific cultural contexts.\r\nI present 2 case studies: (1) cross as a cultural symbol in the representation of mass media reporting of\r\nthe Izium tragedy in Ukraine in 2022; and (2) Bat\u2019kivshchyna Maty (Mother Land) monument as a cultural\r\nsymbol in the representation in social media discourse. The analysis shows how those cultural symbols work\r\nas condensed representations of culturally shared knowledge, values and experiences expressed verbally\r\nthrough metaphorical language, narratives and symbolic references and visually through indexical signs,\r\nenabling the producers of messages to communicate complex cultural meanings. Understanding cultural\r\nsymbols requires examining the interaction between language, cultural cognition and discourse practices.\r\nSuch a perspective contributes to broader discussions on how language reflects and shapes cultural\r\nknowledge within communicative practices", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "UDNKMD", "name": "Svitlana Shurma", "avatar": null, "biography": null, "public_name": "Svitlana Shurma", "guid": "5b61111c-814f-57de-9b55-f07f232bc6af", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/UDNKMD/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TFTTH3/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/TFTTH3/", "attachments": []}, {"guid": "1a93c794-7071-51e2-bf30-4bb4e4c7d713", "code": "NVQ3KT", "id": 33, "logo": null, "date": "2026-04-24T13:30:00+00:00", "start": "13:30", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-33-new-insights-on-motion-event-encoding-in-chinese", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/NVQ3KT/", "title": "New Insights on Motion Event Encoding in Chinese", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study aims to analyze Chinese according to the lexical typology of motion event encoding, applying\r\nTalmy\u2019s theoretical framework of lexicalization patterns. According to this theory, Path is the crucial\r\nsemantic component in motion event encoding, which allows languages to be classified into two types:\r\nV(erb)-framed languages, if Path is encoded in the verb (i.e. using a Path verb, e.g. Sp. El perro entr\u00f3 a la\r\ncueva (corriendo)), and S(atellite)-framed languages, if Path is encoded in a satellite that is external to the\r\nverb, and the Manner is encoded in the verb (e.g. Eng. The dog ran into the cave).\r\nMotion event encoding in Chinese is still a matter of debate from different perspectives. Some\r\nscholars classify Chinese as S-framed, others as as V-framed, whereas others as E(quipollently)-framed\r\nlanguage, as it involves complex construction with the non-hierarchical co-occurrence of both a\r\nManner verb and a Path verb (however, E-framed patterns can be seen as V-framed, since Path is in fact\r\nencoded in the verb). More recently, six motion event encoding patterns in Chinese have been identified,\r\nas well as the role played by the registers, being V-framed patterns more often used in Chinese spoken\r\nlanguage.\r\nTo further investigate the typological behavior of Chinese with respect to motion event encoding, in\r\nthe present study a group of native speakers was asked to describe orally eight brief videos, taken from a\r\ncartoon, referring to different kinds of motion events. The data show that Chinese mainly belongs to the\r\nV-framed type (77.5%), although there are some contexts showing the S-framed constructional pattern\r\n(5%); in the remaining contexts (17.5%), speakers did not express any Path component, using only\r\nManner verbs, thus making those cases hard to classify. In addition to the six patterns previously\r\nidentified, it is noteworthy that the data show the presence of some contexts (25%) that correspond to\r\nthree new encoding patterns.\r\nOverall, the results of the present study confirm that Chinese is mainly coherent with the Vframed type, even if the S-framed pattern is also attested, and show that more complex new constructional\r\npatterns actually emerge. These results highlight the importance of adopting a flexible typological\r\nperspective and the need for further studies to analyze the complexity of motion event encoding in\r\nChinese.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "RGRAFE", "name": "Gloria Caracappa | Castrenze Nigrelli", "avatar": null, "biography": null, "public_name": "Gloria Caracappa | Castrenze Nigrelli", "guid": "215f6c37-bb5e-5658-ad8d-e4ab6a5253b0", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/RGRAFE/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/NVQ3KT/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/NVQ3KT/", "attachments": []}, {"guid": "305f9f07-dd54-52e2-b491-e9c14b2293f1", "code": "VSD999", "id": 37, "logo": null, "date": "2026-04-24T13:45:00+00:00", "start": "13:45", "duration": "00:15", "room": "Online Session", "slug": "athens-2026-37-the-interplay-of-l1-and-l2-reading-proficiency-and-executive-functions-on-metacognition-in-reading", "url": "https://conference-hub.linguistic-society.com/athens-2026/talk/VSD999/", "title": "The interplay of L1 and L2 reading proficiency and executive functions on metacognition in reading", "subtitle": "", "track": "Online Presentation", "type": "Online Presentation", "language": "en", "abstract": "Abstract\r\nThis study has adopted the underlying theoretical concepts of metacognition (monitoring of any cognitive\r\ninitiative), executive functions (set of skills and abilities aimed at the execution of a goal) and reading\r\nproficiency, competence in reading comprehension (the process by which cognitive and metacognitive\r\nstrategies and skills required to construct meanings are put into action), in accordance to researchers as\r\nFlavell (1981), Kato (1985) and Kleiman (1998). One of the cognitive activities in that metacognition may\r\nbe evident is in reading, through metacognitive awareness of reading strategies and the use of\r\nmetacognitive Reading strategies, which involve conscience, control and intentionality in purpose of\r\nreading.\r\nMetacognition may relate to reading proficiency, there are studies that show relation between reading\r\nproficiency and performance in some components of executive functions (EFs), such as working\r\nmemory, inhibition, attention and mental flexibility (DIAMOND, 2013).\r\nComponents of Executive Functions (EFs) are enhanced in bilinguals according to some studies\r\nabout bilingual advantage, a non consensual construct dealing with the best performance of bilinguals in\r\nrelation to monolinguals. Considering these theoretical aspects, which factor can better explain\r\nmetacognition in reading in first language (Portuguese): reading proficiency in L1 (Portuguese) and L2\r\n(English) - monolingual or bilingual status \u2013 or habilities in EFs? To answer that research question, it was\r\ncarried out an empirical study whose general objective was to verify the factor of greater influence. The\r\nstudy was conducted with 54 university students, average age of 25.8 years, divided into four mutually\r\nexclusive groups of high and low proficiency reading levels in Portuguese and English, which carried out\r\nthe following tests: a) the self-report likert scale of Mokthari and Reichard (2002) \u2013 MARSI -\r\nMetacognitive Awareness of Reading Strategies Inventory, b) the comprehension test and evaluation of\r\nthe use of strategies designed by the author, from a verbal written retrospective protocol; c) EFs tasks:\r\nDigit Span (WECHSLER, 1997), Wordspan (FONSECA; SALES; PARENTE, 2009; WESCHLER,\r\n1997) and Trail Making Test (RABELO et al., 2010).\r\nCorrelation was observed between MARSI and strategies in L1 and L2 reading proficiency, as well as\r\nbetween strategies and EFs, but not between MARSI and EFs. Reading proficiency in L1 and L2 showed\r\nmore impact than EFs on metacognition in reading in L1. Results were discussed in the light of\r\nassumptions based on conceptual framework and literature review. It is expected that the data of this\r\nresearch may contribute to highlight the importance of the role of metacognitive awareness of reading\r\nprocesses and of the development of reading proficiency in mother tongue.", "description": null, "recording_license": "", "do_not_record": false, "persons": [{"code": "AAWJDU", "name": "Diane Bencke", "avatar": null, "biography": null, "public_name": "Diane Bencke", "guid": "abc7416c-2118-521e-8e66-a07b73908a49", "url": "https://conference-hub.linguistic-society.com/athens-2026/speaker/AAWJDU/"}], "links": [], "feedback_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/VSD999/feedback/", "origin_url": "https://conference-hub.linguistic-society.com/athens-2026/talk/VSD999/", "attachments": []}]}}]}}}