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LINGUIST List 24.2765

Mon Jul 08 2013

Calls: Applied Linguistics/ Canadian Journal of Learning and Technology (Jrnl)

Editor for this issue: Justin Petro <justinlinguistlist.org>

Date: 08-Jul-2013
From: Jenna Kelland <cjltualberta.ca>
Subject: Applied Linguistics/ Canadian Journal of Learning and Technology (Jrnl)
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Full Title: Canadian Journal of Learning and Technology


Linguistic Field(s): Applied Linguistics

Call Deadline: 02-Aug-2013

For more information visit http://cjlt.csj.ualberta.ca/index.php/cjlt/announcement/view/2

Revue canadienne de l'apprentissage et de la technologie

Appel à contributions - Numéro spécial

Rédactrice invitée : Prof. Marie-Josée Hamel, Université d'Ottawa

La tâche langagière médiatisée par les TIC en ALAO

Nous invitons la soumission d'articles, en français ou en anglais, pour un numéro spécial de la Revue canadienne de l'apprentissage et de la technologie consacré à la tâche langagière médiatisée par les TIC.

Call for Papers - Special Issue

Guest Editor : Prof. Marie-Josée Hamel, University of Ottawa

ICT-Mediated Language Task in CALL

We welcome submissions of papers in English or in French for a special issue of the Canadian Journal of Learning and Technology on ICT-mediated language task.

The language task is a key concept in language teaching and learning grounded in the communicative approach (Ellis, 2003; Nunan, 1989). This task can be defined as "a coherent and coordinated activity […], interactive or not, comprising a management of meaning, a link to the real world and a defined outcome, and in which the pragmatic result takes precedence over language performance" (Narcy-Combes, 2006). The language task is especially relevant in the context of computer-assisted language learning (CALL), in which information and communication technologies (ICT) facilitate its use and, in particular, allow access to authentic language, interaction and language production. In this context, the aim is to design learning scenarios (Guichon, 2006; Mangenot & Louveau, 2006) made up of macro and micro e-tasks (Mangenot & Soubrié, 2010) that, ideally, provide learners with opportunities to actively practice skills, to engage with others in one's own language learning and to develop language autonomy.

The goal of this special issue of CJLT is to take stock of the language task in CALL and to offer an overview of the types of language tasks preferred in this context. To this end, articles on the following topics are encouraged (other related topics are also acceptable):
•
-analysis of the place and relevance of the ICT-mediated language task in language curricula (K-12, college and university), its goals and characteristics, the language components to which it gives priority (understanding, production, oral and/or written communication, vocabulary, grammar, culture, etc.);
•-theoretical underpinnings of the concept of the ICT-mediated language task;
•-teaching and learning forms and schemes through which language tasks are realized (distance teaching, on line, hybrid, (a)synchronous, collaborative, etc.), including a review of the types of platform, tools, resources and the support required for its successful implementation;
•-evaluation of ICT-mediated language tasks, measurement of 'task-learner-ICT' interaction quality by means of qualitative and quantitative analyses of the process as well as the result of the ICT-mediated language task (Hamel, 2012);
•-reflection on the role of teachers - their training on how to design meaningful tasks - and the role the learners - their motivation and autonomy in the context of ICT-mediated language tasks.

Submissions should be received on line by August 2, 2013 and should conform to CJLT presentation standards, as described in http://cjlt.csj.ualberta.ca/index.php/cjlt/about/submissions. 


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