LINGUIST List 29.842
Wed Feb 21 2018
FYI: Call for Chapters: Language Teaching and Language Use in Non-native Settings
Editor for this issue: Kenneth Steimel <kenlinguistlist.org>
Date: 20-Feb-2018
From: Antoine willy Ndzotom Mbakop <wyllycom
yahoo.fr>
Subject: Call for Chapters: Language Teaching and Language Use in
Non-native Settings
E-mail this
message to a friend Language teaching andversusand language use in
non-native settings : From theory to practice
Call for Papers:
Since
the advent of the first theories of language teaching, the scale of theories and
hypotheses aiming at solving the always difficult area of language teaching and
learning has been on the increase. Looking at the history of language teaching
methods, one can quickly notice that it has been that of a new method discovered in
reaction against the shortcomings of the previous method. From the behaviourists to
the naturalists through the cognitivists, language teaching and learning has
fathered scores of conceptual frameworks. However, the extent to which these models
are consistently linked to the production of language, especially in non-native
settings, still has a long way to go. Actually, the emergence of New Englishes,
which sometimes harbour a large variety of forms that are very difficult to blame on
most English teaching manuals, brings under the spotlights the core issue of the
efficacy of these theories as far as long as New Englisheslanguage usage is
concerned. One can therefore put forth a number of questions that logically require
a few answers.
Firstly, does the current models of language teaching meet
the expectation of language usage in non-native settings?
Next, are all language
aspects directly influenced by formal teachingdoes formal classroom teaching
directly influence all second/foreign language usage situations?
Finally, does
the teaching of the essential knowledge or skills turn learners into good language
users?
The present collaborative work intends to investigate this issue from the
sheer standpoint of actual language use by learners of English as a Second Language
and learners of English as a Foreign Language. Interested contributors are invited
to browse through the concept by probing the following indicative areas?
What
language teachers do, and what language teachers say: English Language and English
Metalanguage
Language models versus language usage
Communicative skills
teaching versus real-life communication
Parts of speech and speech: From formal
teaching to verbal communication
Usage in the English Language class: How far
can the textbook help?
Learners’ needs and the curriculum
Submission
procedure: Interested contributors are invited to submit an abstract of no more than
200 words, clearly stating the purpose, methodology and findings of the paper. The
following information should appear on the proposal: a) Title of the paper; b) Name
and affiliation of author(s); and c) email address of corresponding author. The
proposal shall be sent to awnmbakop
gmail.com or raphnic
gmail.com
Review
procedure: Blind peer-reviewed
Timeline:
20 March 2018: deadline
for the submission of abstracts
20 May 2018: report on abstract review –
rejection and acceptance of proposals are notified
30 September 2018: submission
of full papers
December, 2018: expected publication
NOTE: No submission fee
applies to contributors
Linguistic Field(s): Applied Linguistics;
General Linguistics; Language Acquisition; Linguistic Theories; Morphology;
Phonology; Semantics; Sociolinguistics; Syntax
Subject Language(s):
English (eng)
Page Updated: 21-Feb-2018