Category: CFP

CFP Corpora and Discourse International Conference abstract deadline 31/1/16 #corpuslinguistics

 

corpora list

Corpora and Discourse International Conference: Call for papers
bisol
Siena University
Pontignano Conference Centre
June 30-July 2, 2016
(June 30 Conference workshop; July 1-2 Main Conference)

Main Conference

Plenary speakers:
Michael Hoey (Liverpool), Gerlinde Mautner (Vienna, WU), Michael Stubbs (Trier)

Corpus-based and corpus-assisted discourse studies (CADS) investigate the employment of corpus techniques to shed light on aspects of language used for communicative purposes or, put another way, to analyse how language is used to (attempt to) influence the beliefs and behaviour of other people.

‘CADS’ does not refer to a particular school or approach, but is an umbrella term of convenience. Indeed, the types of research it refers to are extremely eclectic and pragmatic in the techniques they adopt given that they are goal-driven, that is, the aims of the research dictate the methodology.

We welcome proposals on the corpus-assisted analysis of, for instance:

Ø discourse organisation

Ø political, institutional and media texts (including social media)

Ø social science and social policy issues

Ø cultural and cross-cultural topics

Ø discourse implications in translation studies

Ø discourse effects in literary texts

Ø notably thorny issues for corpus research like irony, metaphor and (im) politenesss
and, indeed, of any study of discourse where the three corpus linguistics virtues of Collecting, Counting and Collating are deemed to have enabled, assisted, enhanced and even perhaps complicated the data analysis. Studies of how things are done across different discourse types or of how they have developed over recent periods of time are also highly relevant.

We also welcome papers which include considerations on the general methodological and philosophical issues pertaining to CADS. These might include:

Ø what are the overall objectives of CADS research(ers); has its focus altered over the years and is it likely to alter in the future?

Ø what counts as good (in the senses of both ‘useful’ and ‘honest’) practices and are there any practices best avoided (perhaps, over-claiming, over-generalising and over-dramatising)?

Ø how do we minimise the corroboration impulse?

Ø is there a justification for deliberate ideological suasion in discourse analysis and the teaching thereof, or does this compromise the attempt at scientific data description and teacher impartiality?

Ø what counts as evidence? How much do we need to support the claims we make and evaluate those made by others?

Ø what counts as an ‘explanation’; how do we evaluate co-existing or competing explanations?

Ø corpus analysis is only one aspect of CADS. What tend to be other useful sources of information, and how are they best integrated into the research project?

Ø can CADS usefully integrate practices like, say, fieldwork, as typically employed in similar fields such as corpus-based sociolinguistics (Friginal & Hardy 2014)?

Ø what can CADS contribute to describing, proposing and ameliorating real-world social policies?

Ø what are the repercussions of CADS on theories of language (which may include theories of discourse structure and function, of sociolinguistics, of stylistics and so on)?
We invite speakers to share their own experiences of using corpus techniques to shed light on discourse and to debate these fundamental questions.

Main Conference talks will be 20 minutes with 10 minutes for questions.

Abstracts

Please send abstracts for the Main Conference to: cadssiena@gmail.com

Abstracts should be no more than 500 words including references and five keywords.
Please supply the abstract by e-mail attachment without author names with a separate document with your name and affiliation. Address e-mail subject as “CADS conference”.

Abstracts will be sent to the scientific committee for anonymous refereeing.

Workshop: Festival of Methods (June 30th)

Workshop conveners: Charlotte Taylor, Tony McEnery, Vaclav Brezina.

We have introduced a new regular feature into the Corpus & Discourse conference series in which we explore the effects of our choice of tools, methods and approaches. Ahead of each conference in the series, a task will be set which researchers are invite to tackle and then time will be set aside at the conference itself for presentation of findings and extended discussion on the kinds of analyses which were developed. We are calling this new kind of panel event the Festival of Methods because we hope it will be an engaging exploration and celebration of the range of methods we have at our disposal. This kind of activity follows on from inter-researcher and objectivity/subjectivity studies such as Marchi & Taylor (2009), Baker (2011) and Baker & Levon (2015), but also draws on the traditions of the shared task in computational linguistics where conference participants are given the chance to all work on the same data with the same research question.

For further information, please see the separate call or email FestivalofMethods@gmail.com

Important dates

Deadline for Main Conference abstract submission: January 31st 2016.

Notification of acceptance / non acceptance of submission: by March 1st 2016.

Preliminary programme published and registration opens: March 21st 2016.

The number of conference places is limited to 50. After the Conference speakers have been accepted, the admission of further places will be first come, first served.

Conference prices

Costs include: The Conference fee (including coffee breaks) and full board and lodging at the Pontignano Centre from Thursday evening meal to Sunday morning breakfast, inclusive.

Single room: 360€

Double room as single: 385€

Double room per person: 340€

The Centre also has a number of apartments which are available on request.

We practice a €40 discount for students who do not have any research funding support.

Scientific committee

Alison Duguid (Siena, Coordinator)

Costas Gabrielatos (Edge Hill)
Michael Hoey (Liverpool)
Sylvia Jaworska (Reading)
Jane Johnson (Bologna)
Anna Marchi (Bologna, Forlì)
John Morley (Siena)
Amanda Clare Murphy (Milano, UniCatt)
Alan Partington (Bologna)
Amanda Potts (Cardiff)
Charlotte Taylor (Sussex)

CFP Synchronous communication technologies in language and intercultural learning and teaching in higher education

 

Through the EUROCALL list

 

Special issue of Language Learning in Higher Education:
“Synchronous communication technologies in language and intercultural learning and teaching in higher education”

Submissions are invited for a special issue of the journal focusing on synchronous communication technologies in language and intercultural learning and teaching in higher education. Mediated communication in general continues to receive much attention from practitioners and researchers, as online technologies have become a central part of the communicative landscape. But the properties and potentials of particular types of mediated communication have rarely been brought sharply in focus. This special issue aims to address this with respect specifically to synchronous communication technologies, such as text-based chat and instant messaging, online video, and mixed-modality platforms. We welcome papers that address questions including, but not limited to, pedagogy, interactional dynamics, discourse, and language with respect to these technologies. It is essential that papers focus especially on the relationship between learning and communication on one hand, and the properties of synchronous technologies on the other.

Submission of articles 15 January 2016
Review process February – May 2016
Notification of acceptance June 2016
Revision of articles July – September 2016
Publication of the special issue Spring 2017

Please address any inquiries or proposals to Breffni O’Rourke (breffni.orourke@tcd.ie) and Ursula Stickler (ursula.stickler@open.ac.uk), with “LLHE” in the subject line.

Breffni O’Rourke (Trinity College Dublin) & Ursula Stickler (The Open University)

De Gruyter page for Language Learning in Higher Education: http://www.degruyter.com/view/j/cercles
This CFP: http://www.degruyter.com/view/supplement/s21916128_Call_for_Papers.pdf

CFP LLT Special Issue on: Corpora in Language Learning and Teaching

CALL FOR PAPERS, LLT Special Issue on: Corpora in Language Learning and Teaching
Special issue editors: Nina Vyatkina and Alex Boulton
Corpora in their many guises have been applied for the purposes of language learning and language teaching since they emerged in their modern form in the 1960s. Whereas originally, more  pedagogical applications were of indirect nature with corpus-based studies informing the contents of  textbooks and reference grammars, recent years have seen an exponential growth of more direct applications, also known as Data-Driven Learning (DDL). These developments have been documented in a variety of publications, most notably in the series of edited volumes containing selected papers from the  biannual Teaching and Language Corpora (TaLC) conferences as well as special issues of several major  journals. Since the only LLT special issue on this topic was published in 2001, the time has now come to  take stock of the new developments in how corpora can be of help to language teachers, learners, and other users.
For this special issue, we seek proposals that present theoretically grounded and methodologically rigorous empirical studies of language learning processes or outcomes in DDL contexts using corpora, broadly defined to include native speaker corpora, second language learner corpora, pedagogical corpora, multimodal corpora, the web-as-corpus, etc. These contexts may include direct explorations of corpora by  learners, indirect applications with teacher-prepared corpus-based activities, and any combinations  thereof. We especially welcome proposals that aim to fill existing research gaps by reporting on the use of  new DDL technologies (e.g., corpus tools beyond concordancers, corpora in CALL packages), the  effectiveness of different DDL types, specific DDL effects beneficial for language learning (e.g., input enrichment and enhancement, learner autonomy, guided induction), integration of DDL instruction  modules into regular curricula, as well as languages other than English, instructional contexts other than university, teachers other than DDL researchers, and comparisons of different learning styles, motivations, levels, or profiles.
Methodologically, we would like to invite more longitudinal and/or mixed-method studies which integrate quantitative and qualitative data. Please note that articles containing only descriptions of corpora, software, or pedagogical procedures without presenting in-depth empirical data will not be considered. Furthermore, we cannot accept studies that analyze or compare linguistic data from learner and native speaker corpora but that do not consider teaching and learning processes and outcomes as the major focus of the paper.
Please consult the LLT website for general guidelines on submission
Send a title and 300-word abstract in a word document by February 1, 2016 to llt@hawaii.edu
Publication timeline:
February 1, 2016: Submission deadline for abstracts
February 15, 2016: Invitation to authors to submit a manuscript
July 15, 2016: Submission deadline for manuscripts
October 1, 2017: Publication of special issue

http://llt.msu.edu/issues/october2015/call.pdf

CFP Sharing research findings across all continents Journal of immersion and content-based education

 

Journal of immersion and content-based education

-SHARING RESEARCH FINDINGS ACROSS ALL CONTINENTS-

CALL FOR PAPERS

The Journal of Immersion and Content-Based Language Education (JICB) is an international research journal published twice per year by John Benjamins. The inaugural issue appeared in Spring of 2013 and is available online: https://www.benjamins.com/#catalog/journals/jicb.1.1/toc

JICB aims at publishing research on language immersion and other types of content-based language education programmes that are subject matter-driven and subject matter-accountable. We welcome submissions from around the world based on, for example, language immersion education, dual language education, bilingual education, CLIL (content-and-language integrated learning), sheltered English as a Second Language (ESL), language across the curriculum (LAC), language for specific/academic purposes, content-based indigenous language revitalization initiatives, and so on.

Please visit our website for more information and guidelines for authors:

http://www.benjamins.com/#catalog/journals/jicb/main or contact the JICB board:

 

Editors Diane J. Tedick | University of Minnesota

 

Perspectives on New Research

Book Review Editors Tara Fortune | University of Minnesota

 

Editorial Board

Monica Axelsson | Stockholm University

Siv Björklund | University of Vaasa

Christiane Dalton-Puffer | University of Vienna

Roy Lyster | McGill University

John Trent | Hong Kong Institute of Education

David Lasagabaster | University of the Basque Country

Kees de Bot | University of Groningen

Claudine Brohy | Université de Fribourg

Donna Christian | Center for Applied Linguistics, Washington, DC

Diane Dagenais | Simon Fraser University

Tina M. Hickey | University College Dublin

Stella Kong | Hong Kong Institute of Education

Kathryn Lindholm-Leary | Prof. Emerita, San Jose State University

Stephen May | University of Auckland

Karita Mård-Miettinen | University of Vaasa

Lizette Peter | University of Kansas

Rita Elaine Silver | National Institute of Education, Singapore

Marguerite Ann Snow | California State University, Los Angeles

Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota

William H. Wilson | University of Hawaii at Hilo

CFP ALSIC special issue on telecollaboration

 

Through the CALICO list

Call for proposals, ALSIC special issue on telecollaboration.

Submissions will be accepted in French or English. For more information, please see the link https://alsic.revues.org/2819
The studies included in this issue will:

cover the different players and bodies involved in telecollaboration projects;

focus on telecollaboration in primary, secondary and university teaching (or even outside any formal context), within the framework of multilingual and intercultural education;

relate experiences of language learning and teaching via telecollaboration and the use of synchronous and/or asynchronous tools;

opt for exchanges in tandem and/or in lingua franca;

reflect on methods of work (pooling, discussion, cooperation, working together), on negotiation of meaning and development of learning tasks, and on the link between proposed tasks and communication scenarios (Dejean-Thircuir & Mangenot, 2006);

highlight the intercultural and multilingual aspects of these exchanges and issues concerning stereotyping and conflicts of opinion (O’Dowd & Ritter, 2006) or even different educational cultures;

demonstrate the interest of approaches focused on reflexivity and (re)discovery of oneself and others under the prism of distancing implemented, for instance, by keeping logs and/or by verbal exchanges aimed at mediation and reflection (Schneider & Von der Emde, 2006).
Initially we require a 4,000-character abstract (not including spaces and references), to be sent to anthippi.potolia@univ-paris8.fr

and

sofia.stratilaki@univ-paris3.fr

by 30th October 2015. The selected authors must send their complete text in the first quarter of 2016. The submissions accepted will be published online during 2016. If you are interested and not able to send us an abstract by 30th October, you can still contact us by sending an e-mail.

CFP Pragmatic strategies in non-native Englishes

 

Maps-World-Map-icon

CALL FOR PAPERS

Pragmatic strategies in non-native Englishes
ESSE Conference 2016

Galway (Ireland), 22-26 August 2016

We are glad to announce a Call for Papers for the Seminar Pragmatic strategies in non-native Englishes (see description below) to be held at the ESSE-13 Conference in Galway (August 22-26 2016).

Interested authors must submit paper proposals (title and 250 word abstract) by February 28, 2016 to the two convenors:

Lieven Buysse, KU Leuven (University of Leuven). lieven.buysse@kuleuven.be
Jesús Romero-Trillo, UAM (Universidad Autónoma de Madrid). jesus.romero@uam.es
Paper acceptance will be notified by March 31, 2016.

Seminar description

Research on non-native speech has long been dominated by an emphasis on lexical and grammatical patterns. At the same time the various types of non-native varieties of English have often been treated from these perspectives too. To broaden the scope, this seminar wishes to explore the variety of discourse pragmatic strategies employed in non-native Englishes, encompassing second language (ESL), learner (EFL) and lingua franca varieties of English (ELF). Papers can focus on any pragmatic feature that helps to shape discourse and/or facilitates interaction (e.g. pragmatic markers, politeness phenomena, prosody). The research must be based on solid corpus data.