LINGUIST List 32.2

Sat Jan 02 2021

Calls: Lexicography, Language Acquisition / Lexis, Journal in English Lexicology (Jrnl)

Editor for this issue: Sarah Robinson <>

Date: 02-Jan-2021
From: Denis Jamet <>
Subject: Lexicography, Language Acquisition / Lexis, Journal in English Lexicology (Jrnl)
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Full Title: Lexis, Journal in English Lexicology

Linguistic Field(s): Language Acquisition; Lexicography

Call Deadline: 31-Jan-2021

Call for Papers:
e-journal Lexis - Journal in English Lexicology Issue 18
Lexical learning and teaching
Editor: Heather Hilton (University Lumière Lyon 2)

The heyday of lexical learning in the language classroom, which lasted more than 80 years (stretching from the Méthode directe through the Active and Audiolingual Methods) came to a relatively abrupt end in the 1980s, with the adoption of the Communicative Approach, and its almost exclusive focus on communication skills (rather than the linguistic components of these skills). One of the main supporters of the Communicative Approach in the United States, Stephen Krashen, for example, has famously postulated that incidental encounters with words during receptive activities will suffice for their acquisition [Krashen et al. 1984]. Currently, in France, foreign language pedagogy remains evasive when it comes to lexical acquisition, formulating taboos (such as ''les listes de mots sont à bannir,'' MEN 2012: 5), rather than a research-grounded methodology for the teaching and learning the vast numbers of words required for competent language use.

Psycholinguistic research has, however, long demonstrated the vital contribution of lexical knowledge to communicative language use. First-language (L1) research has clearly and repeatedly shown that automatic word recognition is the basis of skilled reading (Anderson & Freebody [1981]; Nagy [1988]); second and foreign-language (L2) research has confirmed the role of lexical knowledge in comprehension (for example, Kelly [1991]; Tsui & Fullilove [1998]), and also in oral and written production (Hilton [2008]; Staehr [2008]). A large body of second language acquisition research describes the circumstances that promote L2 lexical learning (summarized in Nation [2014]), but this research (primarily published in English), doesn't yet seem to have influenced our theory or practice in foreign-language teaching in France (Hilton [2019]).

For this 18th volume of Lexis, we are therefore inviting proposals for articles dealing with the following important subjects:
- lexical learning in English (which can be compared with other languages) in institutional and natural contexts, at any level or age group
- the links between lexical knowledge (L1, L2) and phonological, prosodic or grammatical learning
- the links between L2 lexical knowledge and communication skill
- the place of lexical knowledge in a complete foreign-language teaching methodology: the curriculum, the unit, the lesson; structuring the L2 lexical syllabus; teaching and learning of specialized lexicon; the best techniques for teaching and learning vocabulary, including the metalinguistic knowledge and skills associated with derivational morphology
We encourage proposals concerning not only word-learning, but also the teaching and learning of multiword units and formulaic sequences (Erman & Warren [2000]; Wray [2002]), for a volume targeted at teachers and teacher trainees, inspectors and curriculum designers, as well as language-teaching researchers.

How to submit:
Please clearly indicate the title of the paper and include an abstract of no more than 5,000 characters as well as a list of relevant key-words and references. All abstract and paper submissions will be anonymously peer-reviewed (double-blind peer reviewing) by an international scientific committee composed of specialists in their fields. Papers will be written preferably in English or occasionally in French.

Page Updated: 02-Jan-2021