LINGUIST List 30.4207

Wed Nov 06 2019

Calls: Applied Linguistics, Pragmatics, Language Acquisition / Language Teaching Research (Jrnl)

Editor for this issue: Sarah Robinson <>

Date: 06-Nov-2019
From: Ariadna Sánchez-Hernández <>
Subject: Applied Linguistics, Pragmatics, Language Acquisition / Language Teaching Research (Jrnl)
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Full Title: Language Teaching Research

Linguistic Field(s): Applied Linguistics; Language Acquisition; Pragmatics

Call Deadline: 01-Mar-2020

Call for Papers:
Special Issue 2021 (anticipated date)

Teaching second language pragmatics in the current era of globalization
Editors: Ariadna Sánchez-Hernández (Complutense University of Madrid); Júlia Barón (Universitat de Barcelona; Universitat Internacional de Catalunya)

The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers are becoming a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have shown that pragmatic competence is teachable and, indeed, both beneficial and necessary to learn a target language (Alcón-Soler 2005, 2012; Bardovi-Harlig 2001; Félix-Brasdefer & Cohen 2012; Hasler-Barker 2013; Ishihara & Cohen 2010; Martínez-Flor 2004; Rose 2005; Taguchi 2011; Taguchi 2015; Takahashi 2010). As these studies have pointed out, language students need to be guided to gain awareness of the linguistic resources and sociocultural norms they need to master for successful communication in a target language.

The special issue Teaching second language pragmatics in the current era of globalization welcomes empirical studies with clear pedagogical implications, which explore current trends in L2 pragmatic instruction. All in all, papers must have an explicit focus on how to guide students into becoming successful intercultural speakers, able to use a target language appropriately in different contexts and with different interlocutors.

More particularly, the following topics related to teaching L2 pragmatics may be addressed:
- Task-based/Task-supported Language Teaching (TBLT, TSLT)
- Technology-enhanced materials and environments
- Computer-Mediated Communication (CMC)
- Content and Language Integrated Learning (CLIL)
- Multimodal Input
- English as an International Language (EIL) and English as a Lingua Franca (ELF)
- Intercultural competence
- Instruction in different pragmatic targets: humor, (im)politeness, pragmatic routines, etc.

Papers (8,000 words) and any inquiries regarding this issue should be sent to both editors by 1 March 2020: Ariadna Sánchez ( and Júlia Barón (

The editors will decide whether a submission should be subject to full external peer review, the initial decision will be given to authors in no longer than 30 days. Decisions about publication will be made by the editors after a double-blind peer-review process. Authors are responsible for anonymizing their manuscript before submitting it.

Please, see the LTR website for Authors' Guidelines:

Page Updated: 06-Nov-2019