Category: journals

CFP Journal Research in Corpus Linguistics


Research in Corpus Linguistics (RiCL), issue 4 (2016)
(Official journal of the Spanish Association for Corpus Linguistics AELINCO)

Research in Corpus Linguistics (RiCL, ISSN 2243-4712), the official journal of the Spanish Association for Corpus Linguistics AELINCO, is a peer-reviewed international scientific journal published annually, aiming at the publication of original research based on corpus data from different languages and language families and from different theoretical perspectives and frameworks, with the goal of improving our knowledge about the linguistic theoretical background of a language, a language family or any type of cross-linguistic phenomena/constructions/assumptions.

RiCL invites previously unpublished research articles and book reviews in the field of corpus linguistics. Specific areas of interest include corpus design, compilation and typology; discourse, literary analysis and corpora; corpus-based grammatical studies; corpus-based lexicology and lexicography; corpora, contrastive studies and translation; corpus and linguistic variation; corpus-based computational linguistics; corpora, language acquisition and teaching; and special uses of corpus linguistics. The journal also publishes special issues on specific topics, with leading specialists in the field of corpus linguistics as guest editors.

Editors: Javier Pérez-Guerra (University of Vigo) and María José López-Couso (University of Santiago de Compostela)

Links:
– journal website: http://www.aelinco.es/ricl
– instructions for authors: http://www.aelinco.es/ojs/index.php/ricl/about/submissions#onlineSubmissions

List of potential, possible, or probable predatory scholarly open-access journals

 

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From Scholarly Open Access: http://scholarlyoa.com/

This is a list of questionable, scholarly open-access standalone journals. For journals published by a publisher, please look for the publisher on the list of publishers, here. This list is only for single, standalone journals.

We recommend that scholars read the available reviews, assessments and descriptions provided here, and then decide for themselves whether they want to submit articles, serve as editors or on editorial boards. The criteria for determining predatory journals are here:

https://scholarlyoa.files.wordpress.com/2015/01/criteria-2015.pdf

 

We hope that tenure and promotion committees can also decide for themselves how importantly or not to rate articles published in these journals in the context of their own institutional standards and/or geo-cultural locus. We emphasize that journals change in their business and editorial practices over time. This list is kept up-to-date to the best extent possible but may not reflect sudden, unreported, or unknown enhancements

Access the current listing here.

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

Australian Review of Applied Linguistics Vol 38, 1 out

Access this issue of the Australian Review of Applied Linguistics

(ISSN: 1833-7139) The Australian Review of Applied Linguistics (ARAL) is the journal of the Applied Linguistics Association of Australia (ALAA). The aim of the journal is to present research in a wide range of areas, but in particular research that is relevant to the particular region of the world that it covers. The journal aims to promote the development of links between language related research and its application in educational, professional, and other language related settings. Areas that are covered by the journal include first and second language teaching and learning, bilingualism and bilingual education, the use of technologies in language teaching and learning, corpus linguistics, discourse analysis, translation and interpreting, language testing, language planning, academic literacies and rhetoric.

CFP International Journal of Learner Corpus Research

The International Journal of Learner Corpus Research (IJLCR) is a forum for researchers who collect, annotate, and analyse computer learner corpora and/or use them to investigate topics in Second Language Acquisition and linguistic theory in general, inform foreign language teaching, develop learner-corpus-informed tools (e.g. courseware, proficiency tests, dictionaries and grammars) or conduct natural language processing tasks (e.g. annotation, automatic spell- and grammar-checking , L1 identification).

 

IJLCR aims to highlight the multidisciplinary and broad scope of practice that characterizes the field and publishes original research covering methodological, theoretical and applied work in any area of learner corpus research.

IJLCR features research papers, shorter research notes and reviews of books, corpora and software tools. The language of the journal is English. The journal will also publish special issues. All contributions are peer-reviewed.

IJLCR is now inviting submissions for Vol. 2 No. 1 (to be published in spring 2016).

For more information, visit the official website of the journal.

 

The EUROCALL Review 23,1 available online

Through the EUROCALL list

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Volume 23, Number 1, of The EUROCALL Review is available online from

http://www.eurocall-languages.org/publications/review

featuring:

Papers stemming from the INTENT conference on ‘Telecollaboration in University Foreign Language Education’ held at the Faculty of Philosophy and Letters, University of León, Spain, on 14 February 2014.

  • Promoting critical thinking in online intercultural communication. Marie-Thérèse Batardière.
  • Why in the world would I want to talk to someone else about my culture? Chesla Ann Bohinski and Yumei Leventhal.
  • A blended learning scenario to enhance learners’ oral production skills. Hee-Kyung Kim.
  • Combining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges? L. Lynette Kirschner.
  • English learning in an intercultural perspective: Russia and Norway. Anne-Mette Bjøru.
  • Pan-American teletandem language exchange project. Aurora Castillo-Scott.

Regular paper

  • An e-portfolio to enhance sustainable vocabulary learning in English. Hiroya Tanaka, Akio Ohnishi, Suzanne M. Yonesaka and Yukie Ueno.

 

Recommended website

  • ABA English. Reviewed by Rafael Seiz Ortiz.

Please remember that contributions are always welcome and that articles published in The EUROCALL Review are peer-reviewed by an International Editorial Board. The online journal is also listed in the ERIC journal database. If you are working on a project that you would like us to know about, or if you know of a website or software that you find specially interesting and would like to share with other colleagues, please do not hesitate to write to me about it.