29.842, FYI: Call for Chapters: Language Teaching and Language Use in Non-native Settings

[The LINGUIST List]

LINGUIST List: Vol-29-842. Wed Feb 21 2018. ISSN: 1069 - 4875.

Subject: 29.842, FYI: Call for Chapters: Language Teaching and Language Use in Non-native Settings

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Date: Wed, 21 Feb 2018 16:52:31
From: Antoine willy Ndzotom Mbakop [wyllycom at yahoo.fr]
Subject: Call for Chapters: Language Teaching and Language Use in Non-native Settings

 
Language teaching andversusand language use in non-native settings : From
theory to practice

Call for Papers:

Since the advent of the first theories of language teaching, the scale of
theories and hypotheses aiming at solving the always difficult area of
language teaching and learning has been on the increase. Looking at the
history of language teaching methods, one can quickly notice that it has been
that of a new method discovered in reaction against the shortcomings of the
previous method. From the behaviourists to the naturalists through the
cognitivists, language teaching and learning has fathered scores of conceptual
frameworks. However, the extent to which these models are consistently linked
to the production of language, especially in non-native settings, still has a
long way to go. Actually, the emergence of New Englishes, which  sometimes
harbour a large variety of forms that are very difficult to blame on most
English teaching manuals, brings under the spotlights the core issue of the
efficacy of these theories as far as long as New Englisheslanguage usage is
concerned.  One can therefore put forth a number of questions that logically
require a few answers. 

Firstly, does the current models of language teaching meet the expectation of
language usage in non-native settings? 
Next, are all language aspects directly influenced by formal teachingdoes
formal classroom teaching directly influence all second/foreign language usage
situations? 
Finally, does the teaching of the essential knowledge or skills turn learners
into good language users?
The present collaborative work intends to investigate this issue from the
sheer standpoint of actual language use by learners of English as a Second
Language and learners of English as a Foreign Language. Interested
contributors are invited to browse through the concept by probing the
following indicative areas?
What language teachers do, and what language teachers say: English Language
and English Metalanguage
Language models versus language usage
Communicative skills teaching versus real-life communication
Parts of speech and speech: From formal teaching to verbal communication
Usage in the English Language class: How far can the textbook help?
Learners’ needs and the curriculum

Submission procedure: Interested contributors are invited to submit an
abstract of no more than 200 words, clearly stating the purpose, methodology
and findings of the paper. The following information should appear on the
proposal: a) Title of the paper; b) Name and affiliation of author(s); and c)
email address of corresponding author. The proposal shall be sent to
awnmbakop at gmail.com or raphnic at gmail.com 

Review procedure: Blind peer-reviewed

Timeline:

20 March 2018: deadline for the submission of abstracts
20 May 2018: report on abstract review – rejection and acceptance of proposals
are notified
30 September 2018: submission of full papers
December, 2018: expected publication
NOTE: No submission fee applies to contributors
 



Linguistic Field(s): Applied Linguistics
                     General Linguistics
                     Language Acquisition
                     Linguistic Theories
                     Morphology
                     Phonology
                     Semantics
                     Sociolinguistics
                     Syntax

Subject Language(s): English (eng)





 



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