24.466, Calls: Applied Linguistics/ The Language Learning Journal (Jrnl)

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LINGUIST List: Vol-24-466. Fri Jan 25 2013. ISSN: 1069 - 4875.

Subject: 24.466, Calls: Applied Linguistics/ The Language Learning Journal (Jrnl)

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Date: Fri, 25 Jan 2013 11:18:14
From: Mohammad Javad Ahmadian [ahmadian.edu at gmail.com]
Subject: Applied Linguistics/ The Language Learning Journal (Jrnl)

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Full Title: The Language Learning Journal 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 31-Oct-2013 

Call for Papers

Special issue: Task-based language teaching and learning

Guest edited by Mohammad Javad Ahmadian (University of Isfahan, Iran)

Tasks are now widely used in language classrooms around the world under
various guises. The last two decades have witnessed a surge of interest in
research on tasks. However, there have been a number of criticisms leveled
against task-based language teaching and learning (TBLT/L). For example, it
has been claimed that since tasks are inherently meaning-centered and
outcome-oriented they do not foster language learning and may induce task
performers to simply 'get the job done' which might give rise to the
production of impoverished language. A review of the relevant literature
reveals that, despite the wealth of research in this area, such criticisms
have not yet been adequately addressed and many unanswered questions remain
regarding the notion of task and its utility in language classrooms -
specifically, where a language other than English is taught. There is also a
dearth of research on whether and how different kinds of task-based
implementation variables (e.g. planning time) and task design features (e.g.
task structure and task complexity) interact with individual difference
factors. This special issue of The Language Learning Journal will therefore
attempt to address the current research lacunae in TBLT/L.

Another potentially fruitful strand of research in the realm of TBLT/L
concerns evaluation of different tasks and the examination of their relative
efficacy in different contexts. Such studies are scarce and we therefore
invite research studies on this topic from a wide range of contexts. In line
with The Language Learning Journal's mission statement, studies conducted in
contexts other than English as a Foreign/Second Language (EFL/ESL) are
particularly welcome. We also invite papers from researchers who are
interested in drawing on both qualitative and quantitative data and research
methodologies. We are especially interested in methodologically rigorous
task-based studies which demonstrate second language development (for example,
in terms of complexity, accuracy, fluency, and lexis).
  
Papers should be approximately 6000 words. Empirical studies, theoretical
papers, state-of-the-art articles and meta-analyses are welcomed in the
following areas:

-Task design features and L2 oral/written performance (complexity, accuracy,
fluency, and lexical diversity);
-Task-based planning and L2 oral/written performance (complexity, accuracy,
fluency, and lexical diversity);
-Task repetition and L2 oral/written performance and development;
-TBLT/L and individual difference variables (particularly, working memory
capacity, language aptitude, willingness to communicate, and motivation);
-TBLT/L and the development of implicit and explicit knowledge;
-Form-focused instruction and TBLT/L;
-Innovative practices and techniques for pre-, while-, and post-task phases of
lessons;
-The effects of input-based tasks on language performance and development;
-Tasks and interaction (both learner-learner and learner-teacher) in the
language classrooms;
-(Micro- and macro-) evaluation of tasks in different contexts;
-Task-based Computer Assisted Language Learning (TBCALL)

Abstracts of 300 - 500 words should be sent to Dr. Mohammad Javad Ahmadian
(ahmadian.edu at gmail.com) by 31 October 2013.

The authors of accepted abstracts will be notified by 15 December 2013 and
will need to submit final drafts by 1 May 2014. Acceptance of an abstract does
not guarantee publication.







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