LINGUIST List 29.2867

Wed Jul 11 2018

Calls: Applied Linguistics, Discourse Analysis, Psycholinguistics, Neurolinguistics, Cognitive Science / Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Jrnl)

Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>


Date: 11-Jul-2018
From: Maria Cecilia Ainciburu <caincibunebrija.es>
Subject: Applied Linguistics, Discourse Analysis, Psycholinguistics, Neurolinguistics, Cognitive Science / Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Jrnl)
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Full Title: Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas


Linguistic Field(s): Applied Linguistics; Cognitive Science; Discourse Analysis; Neurolinguistics; Psycholinguistics

Call Deadline: 20-Aug-2018

Call for Papers:

Our invited editors, Kris Buyse (University of Leuven / Nebrija University) and Jean-Marc Dewaele (University of London), encourage you to submit research articles in English, Spanish, German, Italian, Portuguese or Spanish on the topic ''Emotion, emotional intelligence and language'' for for possible publication. The format of the proposals and the page to send them are: https://revistas.nebrija.com/revista-linguistica/about/submissions

Thematic context:
As affect is no longer separated from cognition (Swain, 2013), paying attention to affect in learning and teaching has been increasingly promoted as more effective than a purely cognitive teaching approach (Arnold, 2011; Arnold & Brown, 1999; Dewaele, 2005, 2015). Researchers currently pursue an avenue opened by Stevick (1980): ''Success [in language learning] depends less on materials, techniques and linguistic analyses and more on what goes on inside and between the people in the classroom'' (p. 4). The ''inside'' refers to individual learner factors such as self-concept, anxiety, learner styles, but also to teachers' own personal development. The ''between'' is about the relational aspects which develop between the participants in the classroom - between students or between teacher and students - or possibly between learners and the target language and culture (Dewaele & MacIntyre, 2014; Dewaele, Witney, Saito & Dewaele, 2017). Positive affect can provide invaluable support for learning just as negative affect can close down the mind and prevent learning from occurring altogether (MacIntyre, Gregersen & Mercer, 2016).

This explains the growing interest of the intertwining of emotion and cognition both within an institutional context and in extra-institutional contexts where multiple languages and cultures meet (Berdal-Masuy & Pairon, 2015, Dewaele, 2018).

This special issue seeks to add to the growing empirical research on affect and emotion in language learning, both in and outside institutional contexts (Dewaele, 2018). We welcome empirical contributions on various aspects of emotion in language learning and teaching, both in L1 and in foreign language teaching.

References:
Arnold, J. (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
Arnold, J. (2011). Attention to Affect in Language Learning. Anglistik. International Journal of English Studies, 22, 11-22.
Berdal-Masuy, F. & Pairon, J. (2015) Special issue ''Affects et acquisition des langues''. Le Langage et l'Homme, 50 (2).
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39, 13-15.
Dewaele, J.-M., & MacIntyre, P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237-274.
Dewaele, J.-M. (2018). (ed.) Special issue ''Emotions in SLA''. Studies in Second Language Learning and Teaching, 8 (1).
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety in the FL classroom: the effect of teacher and learner variables. Language Teaching Research. doi: 10.1177/1362168817692161
MacIntyre, P., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Bristol: Multilingual Matters.
Stevick, Earl W. (1980). Teaching Languages: A Way and Ways. Rowley, MA: Newbury House.
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Cambridge: Cambridge University Press.

Page Updated: 11-Jul-2018