Call for Papers: Call for Papers: Task-based Language Teaching and Learning 
10/31/2013
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10/31/2013
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Contact:
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Dr. Mohammad Javad Ahmadian
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Call for Papers
Special issue: Task-based language teaching and learning
Guest edited by Mohammad Javad Ahmadian (University of Isfahan, Iran)
Tasks
are now widely used in language classrooms around the world under
various guises. The last two decades have witnessed a surge of interest
in research on tasks. However, there have been a number of criticisms
leveled against task-based language teaching and learning (TBLT/L). For
example, it has been claimed that since tasks are inherently
meaning-centered and outcome-oriented they do not foster language
learning and may induce task performers to simply 'get the job done'
which might give rise to the production of impoverished language. A
review of the relevant literature reveals that, despite the wealth of
research in this area, such criticisms have not yet been adequately
addressed and many unanswered questions remain regarding the notion of
task and its utility in language classrooms - specifically, where a
language other than English is taught. There is also a dearth of
research on whether and how different kinds of task-based implementation
variables (e.g. planning time) and task design features (e.g. task
structure and task complexity) interact with individual difference
factors. This special issue of The Language Learning Journal will
therefore attempt to address the current research lacunae in TBLT/L.
Another
potentially fruitful strand of research in the realm of TBLT/L concerns
evaluation of different tasks and the examination of their relative
efficacy in different contexts. Such studies are scarce and we therefore
invite research studies on this topic from a wide range of contexts. In
line with The Language Learning Journal's mission statement, studies
conducted in contexts other than English as a Foreign/Second Language
(EFL/ESL) are particularly welcome. We also invite papers from
researchers who are interested in drawing on both qualitative and
quantitative data and research methodologies. We are especially
interested in methodologically rigorous task-based studies which
demonstrate second language development (for example, in terms of
complexity, accuracy, fluency, and lexis).
Papers should be
approximately 6000 words. Empirical studies, theoretical papers,
state-of-the-art articles and meta-analyses are welcomed in the
following areas:
-Task design features and L2 oral/written performance (complexity, accuracy, fluency, and lexical diversity);
-Task-based planning and L2 oral/written performance (complexity, accuracy, fluency, and lexical diversity);
-Task repetition and L2 oral/written performance and development;
-TBLT/L
and individual difference variables (particularly, working memory
capacity, language aptitude, willingness to communicate, and
motivation);
-TBLT/L and the development of implicit and explicit knowledge;
-Form-focused instruction and TBLT/L;
-Innovative practices and techniques for pre-, while-, and post-task phases of lessons;
-The effects of input-based tasks on language performance and development;
-Tasks and interaction (both learner-learner and learner-teacher) in the language classrooms;
-(Micro- and macro-) evaluation of tasks in different contexts;
-Task-based Computer Assisted Language Learning (TBCALL)
Abstracts of 300 - 500 words should be sent to Dr. Mohammad Javad Ahmadian (ahmadian.edu gmail.com) by 31 October 2013.
The
authors of accepted abstracts will be notified by 15 December 2013 and
will need to submit final drafts by 1 May 2014. Acceptance of an
abstract does not guarantee publication.
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