24.2765, Calls: Applied Linguistics/ Canadian Journal of Learning and Technology (Jrnl)

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LINGUIST List: Vol-24-2765. Mon Jul 08 2013. ISSN: 1069 - 4875.

Subject: 24.2765, Calls: Applied Linguistics/ Canadian Journal of Learning and Technology (Jrnl)

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Date: Mon, 08 Jul 2013 14:36:01
From: Jenna Kelland [cjlt at ualberta.ca]
Subject: Applied Linguistics/ Canadian Journal of Learning and Technology (Jrnl)

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Full Title: Canadian Journal of Learning and Technology 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 02-Aug-2013 

For more information visit
http://cjlt.csj.ualberta.ca/index.php/cjlt/announcement/view/2

Revue canadienne de l'apprentissage et de la technologie

Appel à contributions - Numéro spécial

Rédactrice invitée : Prof. Marie-Josée Hamel, Université d'Ottawa

La tâche langagière médiatisée par les TIC en ALAO

Nous invitons la soumission d'articles, en français ou en anglais, pour un
numéro spécial de la Revue canadienne de l'apprentissage et de la technologie
consacré à la tâche langagière médiatisée par les TIC.

Call for Papers - Special Issue

Guest Editor : Prof. Marie-Josée Hamel, University of Ottawa

ICT-Mediated Language Task in CALL

We welcome submissions of papers in English or in French for a special issue
of the Canadian Journal of Learning and Technology on ICT-mediated language
task.

The language task is a key concept in language teaching and learning grounded
in the communicative approach (Ellis, 2003; Nunan, 1989). This task can be
defined as "a coherent and coordinated activity […], interactive or not,
comprising a management of meaning, a link to the real world and a defined
outcome, and in which the pragmatic result takes precedence over language
performance" (Narcy-Combes, 2006). The language task is especially relevant in
the context of computer-assisted language learning (CALL), in which
information and communication technologies (ICT) facilitate its use and, in
particular, allow access to authentic language, interaction and language
production. In this context, the aim is to design learning scenarios (Guichon,
2006; Mangenot & Louveau, 2006) made up of macro and micro e-tasks (Mangenot &
Soubrié, 2010) that, ideally, provide learners with opportunities to actively
practice skills, to engage with others in one's own language learning and to
develop language autonomy.

The goal of this special issue of CJLT is to take stock of the language task
in CALL and to offer an overview of the types of language tasks preferred in
this context. To this end, articles on the following topics are encouraged
(other related topics are also acceptable):
•
-analysis of the place and relevance of the ICT-mediated language task in
language curricula (K-12, college and university), its goals and
characteristics, the language components to which it gives priority
(understanding, production, oral and/or written communication, vocabulary,
grammar, culture, etc.);
•-theoretical underpinnings of the concept of the ICT-mediated language task;
•-teaching and learning forms and schemes through which language tasks are
realized (distance teaching, on line, hybrid, (a)synchronous, collaborative,
etc.), including a review of the types of platform, tools, resources and the
support required for its successful implementation;
•-evaluation of ICT-mediated language tasks, measurement of 'task-learner-ICT'
interaction quality by means of qualitative and quantitative analyses of the
process as well as the result of the ICT-mediated language task (Hamel, 2012);
•-reflection on the role of teachers - their training on how to design
meaningful tasks - and the role the learners - their motivation and autonomy
in the context of ICT-mediated language tasks.

Submissions should be received on line by August 2, 2013 and should conform to
CJLT presentation standards, as described in
http://cjlt.csj.ualberta.ca/index.php/cjlt/about/submissions. 







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