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 <wyllycomyahoo.fr>
Subject: Call for Chapters: Language Teaching and Language Use in Non-native Settings
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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 awnmbakopgmail.com or raphnicgmail.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