LINGUIST List 30.110

Wed Jan 09 2019

FYI: Call for Book Chapters: Speaking English

Editor for this issue: Everett Green <everettlinguistlist.org>



Date: 08-Jan-2019
From: Dr. Alireza Jamshidnejad <alirezanejad.ruscas.edu.om>
Subject: Call for Book Chapters: Speaking English
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Speaking English as a Second Language: Learners' Problems and Coping Strategies

Introduction:

Achieving fluency in oral communication (i.e. speaking) is the main dream and the main motivation which a large percentage of learners bring to language classes (Richards & Renandya, 2002). However, foreign language learners, despite spending years developing their semantic and syntactic competences, have probably all, at some point, experienced the frustrating feeling of not being able to participate effectively in L2 oral communication. They often struggle with a lack of the very resources needed to communicate their intended meaning, so that what they ‘want to say’ must often be moderated by, or even subordinated to, what they can say.

Objective of the Book:

This is the first book of its type in the field of Applied Linguistics focusing on understanding the process of problem construction in oral communication in foreign language contexts. The subject of the book (L2 oral communication) has been attractive to a big group of senior and junior researchers around the world, however, to my knowledge, there is no any published book focusing primarily on the typology of learners' problems and coping strategies in EFL oral communication. In this book, ‘communication’ is a systematic, but not a simple and easy process, which is constructed by three subsystems: communicators, the symbolic meaning (creating message, responding) and the context. The concept of problematic communication is operationalized in this framework as ‘an interruption in the normal flow of communication, caused by interruption in any of its subsystems, resulting in a breakdown in understanding’, in the sense that communicators are not satisfied with their less-than perfect performance.

The main goal of this book is to bring together several lines of isolated research and to provide a comprehensive overview of the various kinds of problems in oral communication, the ways they are constructed and categorized, and the strategies which can be used to deal with the problems in EFL (English as a foreign language) contexts. By EFL context, we mean those contexts in which learners’ exposure to language input is usually limited to their English classes, and a teacher is the main source of language learning.

Target Audience:

The target audience of this book will be composed of professionals, teachers, students, researchers and English teacher trainers working in the field of TEFL speaking-listening (i.e. planning to write and design EFL speaking tasks, teaching EFL speaking, and doing research on EFL Oral communication). This book can help practitioners, teachers, researchers, university professors, graduate students, and curriculum designers in Applied Linguistics and TESOL to identify the challenges facing the learning, teaching and researching of oral communication in EFL contexts.

Recommended topics: the highlighted chapters are in high priority

Section 1: Learners' challenges in L2 oral communication
1. Introduction: L2 oral communication in EFL contexts
1.1 Issues of L2 oral communication in EFL contexts
(To familiarize readers with general issues learners faced with when communicating in a target language in an EFL context) recommended by Reviewer3.
1.2 Current perspectives on learners' oral problems in different EFL contexts(XXX)
(To pull together current literature on different learners' oral problems, i.e. anxiety, self-confidence, willingness to communicate … in different EFL contexts, and analyse the literature critically from different perspectives in order to show the gap and needs to the current book)
2. Theoretical approaches to L2 oral communication
2.1 Transactional/interactional approaches to communication
2.2 Communication as a social action
2.3 Pragmatic nature of communication (XXX)
2.4 Effective communication
3. The nature and types of problems in L2 oral communication
3.1 Defining problem in L2 oral communication
3.2 Problem-construction processes in EFL oral communication
3.3 Typology of problems in L2 oral communication
3.3.1 Communicators' perception problems
3.3.1.1 Perception of self
3.3.1.1.1 Beliefs & attitudes
3.3.1.1.2 Anxiety
3.3.1.1.3 Lack of Self-confidence
3.3.1.1.4 Unwillingness to communicate
3.3.1.1.5 Lack of motivation
3.3.1.2 Perception of others
3.3.1.2.1 Face concerns
3.3.2 Language-oriented problems
3.3.2.1 Deficit linguistic sources
3.3.2.2 Difficulties in Listening (XXX)
3.3.2.3 Time pressure
3.3.3 Context- oriented problems (XXX)
3.3.3.1 Sociolinguistic rules
3.3.3.2 Cultural differences
3.3.3.3 Cross-cultural pragmatics
3.3.3.4 Lingua franca context
3.3.3.5 Educational system & Curriculum

Section 2: Coping strategies in L2 oral communication
4. The nature and functions of strategies in L2 oral communication
4.1 The nature of strategies in learning and using new language (L2)
4.2 Typology of functions of strategies in L2 oral communication
4.2.1 Perception- development strategies (XXX)
4.2.1.1 Self-development strategies (this section discuss strategies for reducing anxiety, building self-confidence, increasing willingness to communicate and developing positive attitudes and beliefs toward L2 oral communication)
4.2.1.2 Others mediated strategies (this section discuss different strategies to deal with the presence of other interlocutors and the effects of their proficiency level, social status, power, gender and … on L2 oral communication)
4.2.2 Communication- development strategies
4.2.2.1 Strategies for Meaning transfer in L2 communication
4.2.2.2 Strategies for Accuracy development in L2 communication
4.2.2.3 Strategies for keeping the interaction going

4.2.3 Contextual based strategies (XXX)
4.2.3.1 Sociocultural functions of communication strategies
4.2.3.2 Intercultural / cross cultural communication strategies

Section 3: Professional Practices in L2 oral communication
5. Educational practices in L2 oral communication
5.1 Teaching strategies in language education
5.2 Perspectives on teaching pronunciation in EFL context (XXX)
5.3 Challenges of listening in language education (XXX)
6. Doing Research on L2 Oral communication
6.1 Research approaches
6.2 Conversation analysis in communication breakdowns (XXX)
6.3 Innovative approaches to oral communication research
6.4 Tasks for oral data collection

Type of contributions and length:

- Full research papers: Both quantitative and qualitative contributions that study a particular aspect of oral communication problems in EFL contexts, the functions of strategies to cope with those problems and professional implementation for teaching. Only completed research will be considered, meaning that research in progress will not be considered to be included in the book.
- Conceptual papers: Contributions that synthesize existing studies are invited to write about sections 1.2(Current perspectives on learners' oral problems in different EFL contexts), 2.2 (Communication and social action), 2.3 (Pragmatic nature of communication), 5.2 (Current perspectives on teaching pronunciation in EFL context) and 6 (doing research on L2 oral communication)
Contributions should be original and not be submitted elsewhere.

Submission Procedure:

There will be a two-stage review process. In the first stage potential authors will be invited to submit an abstract of 500 words. The editors will review the abstract to evaluate if the proposed book chapter (1) fits to the theme of the book, (2) makes a substantial practical or scientific contribution and (3) is of interest to the target audience. In the second stage the selected authors will be invited to submit a full version of the proposed book chapter. (It is expected that the book will have 6 to 7 chapters.) This full version will be reviewed by a reviewer, who is selected based on the topic of the book chapter, as well as the book editors. The review process by the reviewers (other than the editors) is double blind. Based on the outcome of the review process, the authors will be requested to revise their book chapters and to submit the final version. If the editors are satisfied with the revision of the book chapter, the authors will be invited to submit a camera-ready version of the paper.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Speaking in second language: Learners' problems and coping strategies. All manuscripts are accepted based on a double-blind peer review editorial process.

Publisher:

This proposal has been submitted to Palgrave Macmillan and they are considering it for publishing when all the contributors' proposals are approved. This publication is anticipated to be released in 2019.

Important Deadlines:

January 30, 2018: Submission of abstracts (500 words)
February 15, 2018: Invitation to submit full paper
February 30, 2019: Submission of full chapter
March 30, 2019: Review notification
April 15, 2019: Submission of revised paper
May 15, 2019: Final notification of acceptance
June 15, 2019: Submission of final version

Submission and formatting:

Abstracts should be submitted as plain Word (2010 or higher) or PDF files by e-mail to alirezanejad.ruscas.edu.om.

The abstract should contain:

1) Title of the proposed chapter
2) Author(s) of the chapter (including affiliation)
3) Type of contribution (full research paper or conceptual paper)
4) Estimated amounts of pages (excl. references)
5) Abstract of 500 words describing contents of the book chapter (incl. methodology)
6) Keywords (at least 2 and maximum of 5)

Full book chapters will also be submitted through e-mail to alirezanejad.ruscas.edu.om. Full book chapters need to be formatted according the Palgrave instructions and submitted in Word (2010 or higher) or PDF format. These formatting instructions will be e-mailed together with the acceptance notification of your abstract. For further questions please contact Dr. Alireza Jamshidenjad alirezanejad.ruscas.edu.om


Linguistic Field(s): Applied Linguistics


Page Updated: 09-Jan-2019