Registration Ends:
Deadline for Submission: 20 May 2018
Date of Conference: 18 October 2018
Organizer: Department of English Language and Literature
Sponsor: UMZ Research Office | Khat-e-Sefid
Conference Calendar:
  • Date of Conference: -53 Left Days
  • Paper Submission Begins: -394 Left Days
  • Paper Submission Ends: -204 Left Days
Keynote Speeches



Dr. Nassaji's Speech:
How to Measure the Effectiveness of Interactional Feedback for L2 Acquisition: Issues and Challenges

How to correct learner errors has long been of interest to both language teachers and SLA researchers. One way of providing corrective feedback is through interactional feedback, which refers to feedback provided on learners’ erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and therefore, over the years a considerable body of research has attempted to examine its effectiveness for language learning. In this context, a very central and challenging question has been how to determine when and whether feedback is effective. Studies that have examined the role of such feedback have used different measures to assess its usefulness. Classroom descriptive studies, for example, have often used learner responses to feedback as a way to gauge feedback success, including uptake and learner repair. Experimental studies, on the other hand, have used various forms of pretest-posttest measures. Several more recent studies have used individualized posttests, which are tailor-made learner-specific tests designed based on individual learner’s non-targetlike utterances and then administered to the same learner. In this talk, I will provide an overview of the recent studies examining interactional feedback, with a focus on how its effectiveness has been assessed. I will show that despite major advances in this domain, research still has a long way to go in addressing how such feedback can affect L2 acquisition. I will also argue that given the complexity of the feedback process, researchers need to broaden both their theoretical and methodological perspectives to be able to assess the various ways in which feedback success can be measured. How this can be accomplished will be discussed. I will conclude with what we have learned so far and what continues to pose us a challenge in assessing the role of feedback in L2 learning.


Dr. Nojoumian's Speech
Dialogic Discourse of Theory and Theorizing

Theories are structured narratives we construct and re-construct in order to make sense of our lived experience. Theories forge an ordered picture of the fragmented and chaotic picture of human life. In that sense, they are human observations which generate relationships among phenomena and entities. Consequently, theories should be considered as contingent, transitory, constructed and ideological.

This paper is an attempt to come up with a discursive definition of theory. Based upon this definition, the major objective is to trace the process of theorizing. Theorizing, in my opinion, is an intertextual and dialogic process. Theories develop and grow in dialogue with other theories. Therefore, theorists should, first of all, recognize the “other” and this, in a paradoxical manner, would result in the survival and advancement of theories. Theorizing also needs an open “public sphere” in which this dialogue becomes possible. I hope this research would partly explain the reasons behind the lack of theorizing in the Iranian intellectual scene.