Tag Archives: CFP

CFP Second International Conference on Teaching English for Specific Purposes and New Language Learning Technologies

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Second International Conference on Teaching English for Specific Purposes and New Language Learning Technologies, to be held at the Faculty of Electronic Engineering, University of Niš, Serbia, 22-24 May, 2015.

This time the organizers have chosen a new focus – Synergies of Language Learning. Now, the organisers will aim at focusing on showing the complementary nature of ESP and New Language Learning Technologies. Their first and foremost focus is English for Specific Purposes as the conference will be the continuation of presentation of best practices, current research, innovative methodology, and the like of this extremely complex and demanding field of language teaching.

This is the CFP.

Important dates

Deadline for submission of abstracts and invited sessions proposals
December 15th, 2014

Abstract acceptance January 15th, 2015
Deadline for submission of full papers March 1st, 2015
Deadline for paying the fee March 1st, 2015

CFP: Special Issue: Content and language integrated learning (CLIL) and the teaching of languages for specific purposes

LFE, 19 (Autumn, 2013) 20th Anniversary Issue

Special Issue: Content and language integrated learning (CLIL) and the teaching of languages for specific purposes/Aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y didactica de la enseñanza de lenguas para fines específicos

Guest editors: Marta Nadales Ruiz, University Complutense Madrid, Mª Luisa Pérez-Cañado, University of Jaén and Mª Jesús Vera-Cazorla, University of Las Palmas de Gran Canaria

In this special 20th anniversary issue, the Journal Revista de Lenguas para Fines Específicos (LFE) invites submissions both in Spanish and English of original full-length articles from scholars in the field of English on Content and Language Integrated Learning and on the Teaching of Languages for Specific Purposes. Manuscripts should not exceed 8000 words, including references and notes, and should be submitted electronically using this Internet form.
Prospective authors are encouraged to follow the guidelines for submissions in the journal webpage (here). Contributions submitted to LFE should not be under consideration in any other journal.
All submissions will be subject to our peer-review process, and the last decision regarding the publication of contributions falls on the General Editors.
For further queries on this special issue, you may contact us via email: lfe(at)ulpgc.es
Important dates:
Submission deadline: 20 March 2013
Readers’ reports due: 15 May 2013
Final draft due: 30 June 2013
Publication: Autumn 2013

ReCALL Journal Special Issue: Call for Papers > Researching uses of corpora for language teaching and learning

ReCALL Journal Special Issue: Call for Papers


Researching uses of corpora for language teaching and learning

Submission deadline: 30 November 2012
Publication date: May 2014

Guest editors:

Pascual Pérez-Paredes
English Department
Universidad de Murcia
Campus de la Merced
30071 Murcia
SPAIN
pascualf@um.es

Alex Boulton
CRAPEL — ATILF / CNRS, Nancy-Université
BP 3397
54015 Nancy cedex
FRANCE
alex.boulton@univ-nancy2.fr

Corpus linguistics has revolutionised many fields of language study, and represents the epitome of empirical research in language description. Corpora can even be used as a learning tool or reference resource by learners and teachers, as well as other native and non-native language users, in what has come to be known as ‘data-driven learning’ (DDL). However, it is frequently claimed that there is a dearth of empirical research in the field of DDL — especially outside the restricted environment of higher education. Such research is essential to afford further insight into both the possibilities and limitations of using language corpora in a variety of contexts, whether in mainstream practice among ‘ordinary’ teachers and learners, or for more innovative or specialised uses.

Proposals are invited for qualitative and quantitative empirical studies investigating various aspects of corpus use in language teaching and learning, from individual case studies to large-scale quantitative statistical studies, from short-term acquisition to long-term outcomes and changes in learner behaviour.

We are especially interested in new populations of potential corpus users, such as:

younger learners in primary and secondary education;

adult learners in continuing education and language schools;

trainee teachers and practising teachers (pre-service or in-service);

academic users in fields from translation to literature, civilisation and other disciplines;

non-academic users in professional contexts.

Innovative practice in terms of corpus use for new environments and new activities is also welcomed: in class, in computer rooms, on line, and in blended or distance programmes; in directed instruction as well as in more autonomous conditions; using paper-based materials, hands-on consultation, or integrating corpora into other software; showing innovative uses of corpora beyond traditional concordancing; based on new types of corpora, from the Internet to disposable corpora to multimodal corpora; involving learners at other levels of corpus use, e.g. in building their own corpora; using learner corpora to feed back into teaching and learning practices; etc.

This special issue of ReCALL marks over two decades of data-driven learning since the publication of the seminal Classroom Concordancing (Johns & King 1991), and is dedicated to the ground-breaking but ever practical work of the late Tim Johns.

Papers, to a maximum of 8000 words, should be submitted electronically to June Thompson,
d.j.thompson@hull.ac.uk

no later than 30 November 2012.

Please use the published ReCALL guidelines awhen preparing your paper.

ReCALL is the journal of EUROCALL, an international journal published by Cambridge University Press and listed in the major abstracting and indexing services.