31.2372, Calls: Applied Linguistics, Psycholinguistics, Cognitive Science, Language Acquisition / Bulletin suisse de linguistique appliquée (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-31-2372. Fri Jul 24 2020. ISSN: 1069 - 4875.

Subject: 31.2372, Calls:  Applied Linguistics, Psycholinguistics, Cognitive Science, Language Acquisition / Bulletin suisse de linguistique appliquée (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: Fri, 24 Jul 2020 15:23:35
From: Verena Wecker [verena.wecker at uni-muenster.de]
Subject: Applied Linguistics, Psycholinguistics, Cognitive Science, Language Acquisition / Bulletin suisse de linguistique appliquée (Jrnl)

 
Full Title: Bulletin suisse de linguistique appliquée 


Linguistic Field(s): Applied Linguistics; Cognitive Science; Language Acquisition; Psycholinguistics 

Call Deadline: 15-Sep-2020 

Bulletin suisse de linguistique appliquée, Issue Summer 2022
Implicit and explicit linguistic knowledge and instruction - interdisciplinary
perspectives

Editors:
Anja Binanzer
Miriam Langlotz
Verena Wecker

Languages of publication:
German, English, French

Topic of the publication:
The terms implicit linguistic knowledge and explicit linguistic knowledge are
used by researchers in fields ranging from first and second language
acquisition to clinical linguistics, psycholinguistics and research on
language didactics. They roughly differentiate linguistic knowledge into two
different types: Implicit knowledge refers to knowledge based on practical
language use and primary language actions, while explicit knowledge refers to
metalinguistic abilities.

Regarding the teachability of implicit and explicit linguistic knowledge,
there is a further distinction of types of language instruction that are
similarly divided into implicit and explicit instruction. All aforementioned
disciplines investigate which type of language instruction fits which learner
group best to successfully and sustainably build implicit or explicit
linguistic knowledge. Possible connections and interactions between the
different types of knowledge and instruction are being discussed in order to
make these findings applicable to language teaching.

Focus of the publication:
Apart from the basic distinction between implicit and explicit, there is great
heterogeneity within the research discourse on this topic regarding the
definition and operationalization of these two cognitive mechanisms and
didactic strategies. This divide also runs partly along discipline borders.
One goal of this interdisciplinary publication is therefore to discuss the
different theoretical models of implicit and explicit linguistic knowledge
and/or instruction from the perspective of the various research disciplines. A
particular focus will be on their operationalization within empirical
research. We aim to generate application-oriented insights into which
principles language teaching for L1 and L2 learners of different ages and
learning prerequisites should follow to achieve learning gains.

The two following questions will guide the special issue:
- Operationalization: How are implicit and explicit linguistic
learning/knowledge modeled in the different disciplines? How are they
operationalized in empirical research?
- Teaching: How to design explicit and/or implicit instruction? What evidence
is there of effects of explicit or implicit instruction?

Submissions should be either:
- review articles on theoretical modeling and empirical operationalization of
types of knowledge or instruction within one discipline
or
- illustrations of a specific research approach either via modeling or via a
concrete empirical study

We invite submissions from the following disciplines:
- First language acquisition and didactics
- Second language acquisition and didactics
- Clinical Linguistics
- Psycholinguistics
- Psychology/Pedagogy
- Cognitive Science

We are especially looking for articles of category b), for articles of the
category a) we are looking especially for psychology and cognitive science. 

Timeline:
Abstract submission (one page max., including references): 15 Sept 2020
Notification of acceptance: 15 Oct 2020
Paper submission for review: 31 May 2021
Final paper submission: 01 Feb 2022
Abstracts must be sent by email to Verena Wecker
(verena.wecker at uni-muenster.de) before September 15 2020.




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

***************************    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-31-2372	
----------------------------------------------------------