29.2867, Calls: Applied Linguistics, Discourse Analysis, Psycholinguistics, Neurolinguistics, Cognitive Science / Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Jrnl)

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Wed Jul 11 14:08:46 EDT 2018


LINGUIST List: Vol-29-2867. Wed Jul 11 2018. ISSN: 1069 - 4875.

Subject: 29.2867, Calls: Applied Linguistics, Discourse Analysis, Psycholinguistics, Neurolinguistics, Cognitive Science / Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Jrnl)

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Date: Wed, 11 Jul 2018 14:08:33
From: Maria Cecilia Ainciburu [caincibu at nebrija.es]
Subject: Applied Linguistics, Discourse Analysis, Psycholinguistics, Neurolinguistics, Cognitive Science / Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Jrnl)

 
Full Title: Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas 


Linguistic Field(s): Applied Linguistics; Cognitive Science; Discourse Analysis; Neurolinguistics; Psycholinguistics 

Call Deadline: 20-Aug-2018 

Call for Papers:

Our invited editors, Kris Buyse (University of Leuven / Nebrija University)
and Jean-Marc Dewaele (University of London), encourage you to submit research
articles in English, Spanish, German, Italian, Portuguese or Spanish on the
topic ''Emotion, emotional intelligence and language'' for for possible
publication. The format of the proposals and the page to send them are:
https://revistas.nebrija.com/revista-linguistica/about/submissions

Thematic context:
As affect is no longer separated from cognition (Swain, 2013), paying
attention to affect in learning and teaching has been increasingly promoted as
more effective than a purely cognitive teaching approach (Arnold, 2011; Arnold
& Brown, 1999; Dewaele, 2005, 2015). Researchers currently pursue an avenue
opened by Stevick (1980): ''Success [in language learning] depends less on
materials, techniques and linguistic analyses and more on what goes on inside
and between the people in the classroom'' (p. 4). The ''inside'' refers to
individual learner factors such as self-concept, anxiety, learner styles, but
also to teachers' own personal development. The ''between'' is about the
relational aspects which develop between the participants in the classroom -
between students or between teacher and students - or possibly between
learners and the target language and culture (Dewaele & MacIntyre, 2014;
Dewaele, Witney, Saito & Dewaele, 2017). Positive affect can provide
invaluable support for learning just as negative affect can close down the
mind and prevent learning from occurring altogether (MacIntyre, Gregersen &
Mercer, 2016).

This explains the growing interest of the intertwining of emotion and
cognition both within an institutional context and in extra-institutional
contexts where multiple languages and cultures meet (Berdal-Masuy & Pairon,
2015, Dewaele, 2018).

This special issue seeks to add to the growing empirical research on affect
and emotion in language learning, both in and outside institutional contexts
(Dewaele, 2018). We welcome empirical contributions on various aspects of
emotion in language learning and teaching, both in L1 and in foreign language
teaching.

References:
Arnold, J. (1999). Affect in Language Learning. Cambridge: Cambridge
University Press.
Arnold, J. (2011). Attention to Affect in Language Learning. Anglistik.
International Journal of English Studies, 22, 11-22.
Berdal-Masuy, F. & Pairon, J. (2015) Special issue ''Affects et acquisition
des langues''. Le Langage et l'Homme, 50 (2).
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The
Language Teacher, 39, 13-15.
Dewaele, J.-M., & MacIntyre, P. (2014). The two faces of Janus? Anxiety and
enjoyment in the foreign language classroom. Studies in Second Language
Learning and Teaching, 4, 237-274.
Dewaele, J.-M. (2018). (ed.) Special issue ''Emotions in SLA''. Studies in
Second Language Learning and Teaching, 8 (1).
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language
enjoyment and anxiety in the FL classroom: the effect of teacher and learner
variables. Language Teaching Research. doi: 10.1177/1362168817692161
MacIntyre, P., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology
in SLA. Bristol: Multilingual Matters.
Stevick, Earl W. (1980). Teaching Languages: A Way and Ways. Rowley, MA:
Newbury House.
Swain, M. (2013). The inseparability of cognition and emotion in second
language learning. Cambridge: Cambridge University Press.




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