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LINGUIST List 18.237

Tue Jan 23 2007

Calls: Applied Ling/Psycholing/Lang Acquisition/TESOL Quarterly (Jrnl)

Editor for this issue: Hannah Morales <hannahlinguistlist.org>

As a matter of policy, LINGUIST discourages the use of abbreviations or acronyms in conference announcements unless they are explained in the text. To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.html.
        1.    John Field, TESOL Quarterly

Message 1: TESOL Quarterly
Date: 23-Jan-2007
From: John Field <j.c.fieldreading.ac.uk>
Subject: TESOL Quarterly

Full Title: TESOL Quarterly

Linguistic Field(s): Applied Linguistics

Subject Language(s): English

Call Deadline: 31-Jan-2007

Call for Abstracts
TESOL Quarterly Special Topic Issue, September 2008:
Psycholinguistics in Teaching English as a Second Language (TESOL)

Edited by John Field, University of Reading, UK

TESOL Quarterly seeks abstracts for its 2008 special topic issue on the
relevance of psycholinguistic theory to English language teaching. This
special issue will focus specifically on cognitive concerns. It will enable
researchers to present new studies of second language (L2) skills
development and use that draw on psycholinguistic principles. Articles
might compare first and second language processing, with a focus on the
cognitive challenges that language learners are likely to encounter when
acquiring vocabulary, grammar, or one of the four skills. Articles might
also examine major concepts from cognitive psychology, such as attention,
automaticity, and working memory, and consider their impact on L2-classroom
or real-world performance. Also of interest will be articles that explore
the implications for TESOL pedagogy of recent psycholinguistic theories of
instance-based learning and formulaic storage or that apply current models
of lexical storage or processing.

Articles selected for the issue should make psycholinguistic theory and
terminology clear to readers outside the field and support psycholinguistic
concepts with concrete evidence drawn from L2 learners' behaviour. Articles
should also spell out the implications for practice, with a special
emphasis on critically evaluating current methods and presuppositions.
Authors may wish to make clear that psycholinguistic inquiry seeks to
represent general processes that reflect how the human brain operates, but
that these representations allow for differences in individual learning
styles, communication strategies, and contextual constraints.

Abstracts should describe previously unpublished work with implications for
a variety of TESOL professionals. In addition to full-length articles, the
issue will include shorter articles about ongoing studies in Brief Reports
and Summaries and about current issues of debate in the Forum. Please send
a 600-word abstract for a full-length article, and a 300-word abstract for
a Brief Reports or Forum contribution.

Please submit one copy of the abstract without author name(s) and a second
copy with each author's name, affiliation, mailing address, e-mail address,
telephone and fax numbers, and a 50-word biographical statement to John
Field at j.c.fieldreading.ac.uk. Abstracts may alternatively be mailed:
Send three copies of the abstract with author details on a separate sheet
to John Field, Department of Applied Linguistics, University of Reading,
Whiteknights, Reading RG6 6AA, UK.

Deadline for abstracts: January 31, 2007

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