28.3173, Calls: Applied Linguistics, General Linguistics, Language Acquisition / Instructed Second Language Acquisition (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-28-3173. Mon Jul 24 2017. ISSN: 1069 - 4875.

Subject: 28.3173, Calls: Applied Linguistics, General Linguistics, Language Acquisition / Instructed Second Language Acquisition (Jrnl)

Moderators: linguist at linguistlist.org (Damir Cavar, Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Helen Aristar-Dry, Robert Coté,
                                   Michael Czerniakowski)
Homepage: http://linguistlist.org

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

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


Date: Mon, 24 Jul 2017 12:40:27
From: Janet Joyce [jjoyce at equinoxpub.com]
Subject: Applied Linguistics, General Linguistics, Language Acquisition / Instructed Second Language Acquisition (Jrnl)

 
Full Title: Instructed Second Language Acquisition 


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

Subject Language(s): English (eng)

Call Deadline: 15-Sep-2017 

Call for Papers:

Special issue of ISLA - Stefano Rastelli & Kook-Hee Gil (Eds.)

Instructed Second Language Acquisition invites papers that seek to address the
link between second language teaching and Generative Linguistics for a
special, guest edited issue.

Recent research on first language acquisition suggests that what has long been
held as the dichotomy between input-driven vs. knowledge-based language
acquisition is not necessary and they are not mutually exclusive (Yang 2010;
Lidz and Gagliardi 2015, a.o.). While this line of research has been active
for first language acquisition in the last decade, the same question still
awaits to be addressed in the context of second language acquisition.
Moreover, much of the generative view on second language acquisition still
relies on strict segregation of acquired vs learned knowledge (Krashen 1982;
Schwartz 1993). However, can we still maintain that types of knowledge are
mutually exclusive? To approach this question, one has to consider the special
status of input that second language learners are largely exposed to -
classroom input. Natural input has a special place in the heart of many
generativists. However, most research findings in generative second language
acquisition are based on the performance of second language learners whose
main source of input lies in the classroom. Classroom input may be
characterized by the presence of focused attention, scaffolding and
interaction, selective feedback, repeated practice and explicit teaching of
grammar rules. Recent psycholinguistic and neurolinguistic experiments found
that some of these teaching-related factors may shape an adult's brain and may
create the conditions for novel implicit/proceduralized knowledge to occur
(see special issue on Neurolinguistics and SLA, Second Language Research.)

Therefore, while some core ideas of generative grammar cannot be reduced or
minimized, the relationship between generative theory and second language
teaching research needs to be revisited. While doing so, one also has to
address if the current classroom input best represents the use of language
that matches natural input, and further, to what extent classroom input
provides a privileged environment for implicit learning and acquisition. Along
these lines, the special issue aims to create a unique dialogue to open up a
Pandora's Box of links between Generative Linguistics and the second language
classroom.
The current special invites manuscripts that address the above or related
questions and that are either conceptually or empirically oriented. 

The key dates are as follows:
Deadline of abstract: 15 September 2017. 
Notification of abstract acceptance: 13 October 2017
Deadline of full manuscripts for possible selection: 15 December 2017

Abstracts (max 1 page length, pdf format) should be sent to the guest editors:
Dr. Stefano Rastelli, Università di Pavia, stefano.rastelli at unipv.it
Dr. Kook-Hee Gil, University of Sheffield, k.gil at sheffield.ac.uk




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

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:
            http://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-28-3173	
----------------------------------------------------------
Visit LL's Multitree project for over 1000 trees dynamically generated
from scholarly hypotheses about language relationships:
          http://multitree.org/