31.2133, Calls: General Linguistics, Sociolinguistics, Language Acquisition / Lexis, Journal in English Lexicology (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-31-2133. Wed Jul 01 2020. ISSN: 1069 - 4875.

Subject: 31.2133, Calls:  General Linguistics, Sociolinguistics, Language Acquisition / Lexis, Journal in English Lexicology (Jrnl)

Moderator: Malgorzata E. Cavar (linguist at linguistlist.org)
Student Moderator: Jeremy Coburn
Managing Editor: Becca Morris
Team: Helen Aristar-Dry, Everett Green, Sarah Robinson, Lauren Perkins, Nils Hjortnaes, Yiwen Zhang, Joshua Sims
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Sarah Robinson <srobinson at linguistlist.org>
================================================================


Date: Wed, 01 Jul 2020 13:17:19
From: Denis Jamet [denis.jamet at univ-lyon3.fr]
Subject: General Linguistics, Sociolinguistics, Language Acquisition / Lexis, Journal in English Lexicology (Jrnl)

 
Full Title: Lexis, Journal in English Lexicology 


Linguistic Field(s): General Linguistics; Language Acquisition; Sociolinguistics 

Subject Language(s): English (eng)

Call Deadline: 31-Jan-2021 

Call for Papers:

The e-journal Lexis - Journal in English Lexicology - will publish its 18th
issue in 2021. It will be edited by Heather Hilton (University Lumière Lyon 2)
and will deal with ''Lexical learning and teaching''.

Lexical learning and teaching:
The heyday of lexical learning in the language classroom, which lasted more
than 80 years (stretching from the Méthode directe through the Active and
Audiolingual Methods) came to a relatively abrupt end in the 1980s, with the
adoption of the Communicative Approach, and its almost exclusive focus on
communication skills (rather than the linguistic components of these skills).
One of the main supporters of the Communicative Approach in the United States,
Stephen Krashen, for example, has famously postulated that incidental
encounters with words during receptive activities will suffice for their
acquisition [Krashen et al. 1984]. Currently, in France, foreign language
pedagogy remains evasive when it comes to lexical acquisition, formulating
taboos (such as ''les listes de mots sont à bannir,'' MEN 2012: 5), rather
than a research-grounded methodology for the teaching and learning the vast
numbers of words required for competent language use.

Psycholinguistic research has, however, long demonstrated the vital
contribution of lexical knowledge to communicative language use.
First-language (L1) research has clearly and repeatedly shown that automatic
word recognition is the basis of skilled reading (Anderson & Freebody [1981];
Nagy [1988]); second and foreign-language (L2) research has confirmed the role
of lexical knowledge in comprehension (for example, Kelly [1991]; Tsui &
Fullilove [1998]), and also in oral and written production (Hilton [2008];
Staehr [2008]). A large body of second language acquisition research describes
the circumstances that promote L2 lexical learning (summarized in Nation
[2014]), but this research (primarily published in English), doesn't yet seem
to have influenced our theory or practice in foreign-language teaching in
France (Hilton [2019]).

For this 18th volume of Lexis, we are therefore inviting proposals for
articles dealing with the following important subjects:
- lexical learning in English (which can be compared with other languages) in
institutional and natural contexts, at any level or age group
- the links between lexical knowledge (L1, L2) and phonological, prosodic or
grammatical learning
- the links between L2 lexical knowledge and communication skill
- the place of lexical knowledge in a complete foreign-language teaching
methodology: the curriculum, the unit, the lesson; structuring the L2 lexical
syllabus; teaching and learning of specialized lexicon; the best techniques
for teaching and learning vocabulary, including the metalinguistic knowledge
and skills associated with derivational morphology

We encourage proposals concerning not only word-learning, but also the
teaching and learning of multiword units and formulaic sequences (Erman &
Warren [2000]; Wray [2002]), for a volume targeted at teachers and teacher
trainees, inspectors and curriculum designers, as well as language-teaching
researchers.

https://journals.openedition.org/lexis/4493




------------------------------------------------------------------------------

***************************    LINGUIST List Support    ***************************
 The 2019 Fund Drive is under way! Please visit https://funddrive.linguistlist.org
  to find out how to donate and check how your university, country or discipline
     ranks in the fund drive challenges. Or go directly to the donation site:
               https://iufoundation.fundly.com/the-linguist-list-2019

                        Let's make this a short fund drive!
                Please feel free to share the link to our campaign:
                    https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-31-2133	
----------------------------------------------------------