| Australian Review of Applied Linguistics | $A 37.50 |
|---|
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Journals of Bahri Pulications
http://www.bahripublications.org/
| Indian Journal of Applied Linguistics | 30% |
|---|---|
| International Journal of Translation | 30% |
| International Journal of Communication | 30% |
| Language Forum | 30% |
| Creative Forum | 30% |
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Journals of Blackwell Publishers
http://www.blackwellpublishing.com/
| Modern Language Journal | 20% |
|---|---|
| Language Learning | 20% |
| International Journal of Applied Linguistics | 20% |
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Journals of Cambridge University Press
http://www.cup.org/
| Annual Review of Applied Linguistics | 20% or more |
|---|---|
| Applied Psycholinguistics | 20% or more |
| Bilingualism: Language and Cognition | 20% or more |
| English Today | 20% or more |
| Language Teaching | 20% or more |
| ReCALL | 20% or more |
| Studies in Second Language Acquisition | 20% or more |
| Journal of French Language Studies | 20% or more |
| Journal of Child Language | 20% or more |
| Journal of Linguistics | 20% or more |
| English Language and Linguistics | 20% or more |
| Phonology | 20% or more |
| Journal of International Phonetic Association | 20% or more |
| Language in Society | 20% or more |
| Language Variation and Change | 20% or more |
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Journals of Chinese University Press
http://www.chineseupress.com/
| The Asian Journal English Language Teaching | 15% |
|---|
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Journals of Hodder Arnold
http://www.hodderheadline.co.uk/
| Child Language Teaching and Therapy | 20% |
|---|---|
| Language Teaching Research | 20% |
Journals of Lawrence Erlbaum Associates
http://www.erlbaum.com/
| Research on Language and Social Interaction | 20% |
|---|---|
| Discourse Processes | 20% |
| Journal of Language, Identity, and Education | 20% |
| Mind, Culture, & Activity | 20% |
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Elsevier
http://www.elsevier.com/
| Assessing Writing | EUR 38,-- |
|---|---|
| English for Specific Purposes | EUR 49,-- |
| Journal of English for Academic Purposes | EUR 45,-- |
| Journal of Second Language Writing | EUR 49,-- |
| Linguistics and Education | EUR 49,-- |
| System | EUR 45,-- |
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Journals of Oxford University Press
http://www.oup.co.uk/
|
For individuals from countries that according to UNESCO are acknowledged as developing countries, OUP offers a discount of 20% on the annual subscription fee. |
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Journals of University of Toronto Press
http://www.utpress.utoronto.ca/
| Canadian Modern Language Review | 20% |
|---|
Journals of SAGE Publications
http://www.sagepub.com/
| Discourse & Society | 15% - 20% |
|---|---|
| Discourse Studies | 15% - 20% |
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TESL Reporter
http://www.lib.byu.edu/dlib/spc/tesl/
| TESL Reporter | 15% Free outside the U.S. and US 6$ within the U.S |
|---|
| 1996-2002 | Christopher Candlin |
|---|---|
| 1993-1996 | Marc Spoelders |
| 1987-1993 | Albert Valdman |
| 1984-1987 | Jos Nivette |
| 1981-1984 | Jan Svartvik |
| 1978-1981 | Guy Rondeau |
| 1975-1978 | Guy Rondeau |
| 1972-1975 | Pit Corder |
| 1969-1972 | Pit Corder |
| 1964 - ? | Bernard Pottier |
edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei, Amsterdam/Philadelphia 2006
Table of Contents
Article Summaries
Input, Interaction and Output: An Overview
Susan M. Gass and Alison Mackey
This paper presents an overview of what has come to be known as the Interaction Hypothesis, the basic tenet of which is that through input and interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational partners. They also receive feedback which both modifies the linguistic input they receive and pushes them to modify their output during conversation. This paper focuses on the major constructs of this approach to SLA, namely, input, interaction, feedback and output, and discusses recent literature that addresses these issues.
Researching the Effects of Form-Focussed Instruction on L2 Acquisition
Rod Ellis, University of Auckland
This article examines a variety of options for conducting investigations of the effects of interventionist form-focused instruction (FFI). Constructs related to three key areas of form-focussed instruction are presented; (1) the type of instruction, (2) the target of the instruction, and (3) the definition and measurement of ‘language acquisition’. The constructs are illustrated by drawing on a representative set of FFI studies. The overall aim is to draw a conceptual map that can inform meta-analytical surveys of existing studies and the conceptualisation of new studies.
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Individual differences in second language acquisition
Zoltán Dörnyei, University of Nottingham
Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.
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Interlanguage Development: Main Routes and Individual Paths
Kathleen Bardovi-Harlig, Indiana University
The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development.
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Beyond Repair: Conversation Analysis as an Approach to SLA
Gabriele Kasper, University of Hawaii
As one of several approaches to SLA as social practice, Conversation Analysis (CA) has the capacity to examine in detail how opportunities for L2 learning arise in different interactional activities. Its particular strength, and one that distinguishes it from other social practice approaches, is its consistent focus on the orientations and relevancies that participants display to each other through their interactional conduct. CA thus affords a distinct perspective on L2 learning as object and process. It enables researchers to reconsider such established SLA topics as fluency, correction, or the benefits of tasks for L2 learning, but also offers an acquisitional perspective on interactional conduct whose potential for L2 learning has been largely unexplored.
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Cognitive Perspectives on SLA: The Associative-Cognitive CREED
Nick C. Ellis, University of Michigan
This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning involves the acquisition of constructions that map linguistic form and function. Competence and performance both emerge from the dynamic system that is the frequency-tuned conspiracy of memorized exemplars of use of these constructions, with competence being the integrated sum of prior usage and performance being its dynamic contextualized activation. The system is rational in that it optimally reflects prior first language (L1) usage. The L1 tunes the ways in which learners attend to language. Learned-attention transfers to L2 and it is this L1 entrenchment that limits the endstate of usage-based SLA. But these limitations can be overcome by recruiting learner consciousness, putting them into a dialectic tension between the conflicting forces of their current stable states of interlanguage and the evidence of explicit form-focused feedback, either linguistic, pragmatic, or metalinguistic, that allows socially scaffolded development. The paper directs the reader to recent review articles in these key areas and weighs the implications of this framework.
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This page is intended to provide Applied Linguists with information and tools that are relevant for their work. In particular, this page will contain:
- A calendar of congresses and similar events
- Tools that are available online such as
- Dictionaries
- Fonts
- IPA-Transcriptions
- Language corpora
- Job opportunities
At this point, only the calendar of congresses and similar events is available. Fellow Applied Linguists are invited to suggest new congresses and events.
AILA aims to extend participation in Applied Linguistics across geographical areas not currently well represented in our association by offering a limited number of Solidarity Awards to scholars in Applied Linguistics who might be unable to participate in the World Congress without financial support. This is made possible by the generous donation of individuals, businesses, and organizations to the Solidarity Fund.
The selection criteria for Solidarity Awards are academic merit or promise, together with a financially disadvantaged situation, and acceptance of an abstract for presentation by the Congress organisers.
There are both 'full' awards, covering reasonable travel costs, accommodation and congress fees, and 'travel' awards, covering reasonable travel costs and congress fees.
For application procedure details, see Application for Grants.
Individuals
Organizations
- Mr. Li Pengyi on behalf of the Foreign Language Teaching and Research Press and the China English Language Education Association (CELEA)
- AILA
- Educational Testing Service (TOEFL)
- JAAL-in-JACET
- British Association for Applied Linguistics (BAAL)
Individuals
- Carol Chapelle
- Susan Gass
- Bill Grabe and Fredricka Stoller
- Folkert Kuiken
- Merrill Swain
- Jim Lantolf
Business/Publishers
- Oxford University Press
- Lawrence Erlbaum Associates
- Blackwell Publishers
- Routledge
Organizations
- American Association for Applied Linguistics (AAAL)
- Association Néerlandaise de Linguistique Appliquée (ANéLA)
- Gesellschaft für Angewandte Linguistik (GAL)
- Singapore Association of Applied Linguistics (SAAL)
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Scholarship Donors
Individuals
Businesses/Publishers
- John Benjamins Associates
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Charter Donors
Individuals
- Andrew Cohen
- Claire Kramsch
Businesses/Publishers
- Cambridge University Press
Organizations
- Associazione Italiana di Linguistica Applicata (AItLA)
- Romanisches Seminar, University of Bassel
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Honoraria Donors
Individuals
Organizations
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Fund Donors
Individuals
- Jasone Cenoz
- Mary McGroarty
Organizations
- Modern Language Centre, OISE, University of Toronto
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Terry Lamb and Hayo Reinders (eds) Autonomy in Language Learning and Teaching John Gibbons and M. Teresa Turell (eds) Dimensions of Forensic Linguistics Mike Baynham and Mastin Prinsloo Literacies - Global and Local Sally Magnan (ed) Mediating Discourse Online Inmaculada Fortanet-Gómez & Christine Räisänen (eds) Toward a harmonised European Higher education: English as the medium of Teaching and Learning. Mark Fettes The Linguistic Ecology of Schooling: A Critical Realist Exploration.
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AILA Review is the official scholarly journal of AILA. All issues are guest-edited and thematically oriented. They include original unpublished contributions dealing with topics relevant to the scope of Applied Linguistics.
Up to volume 16, the journal was published by AILA itself. From volume 16 onwards, AILA Review is published by John Benjamins.
Prof. Karlfried Knapp
AILA Secretariat
Angewandte Linguistik Universität Erfurt Postfach 900221 D-99105 Erfurt, Germany
| phone: | +49 - (0)361 - 737 4320 |
|---|---|
| fax: | +49 - (0)361 - 737 4329 |
| e-mail: | Secretariat: |
| 1996-2002 | Christopher Candlin |
|---|---|
| 1993-1996 | Marc Spoelders |
| 1987-1993 | Albert Valdman |
| 1984-1987 | Jos Nivette |
| 1981-1984 | Jan Svartvik |
| 1978-1981 | Guy Rondeau |
| 1975-1978 | Guy Rondeau |
| 1972-1975 | Pit Corder |
| 1969-1972 | Pit Corder |
| 1964 - ? | Bernard Pottier |
| 1996-2002 | Andrew Cohen |
|---|---|
| 1993-1996 | David Singleton |
| 1987-1993 | Marc Spoelders |
| 1984-1987 | Albert Valdman |
| 1981-1984 | Jos Nivette |
| 1978-1981 | Alan Davies |
| 1975-1978 | Gerhard Nickel |
| 1972-1975 | Gerhard Nickel |
| 1969-1972 | Bertil Malmberg |
| 1964 - ? | Peter Strevens/Max Gorosch |
Starting in 2005, this new series will include edited books and monographs on different areas of Applied Linguistics. The series aims at representing the field in its diversity and will include high quality volumes which will be externally reviewed and will be published by John Benjamins.
AILA is the acronym for Association Internationale de Linguistique Appliquée or International Association of Applied Linguistics.
AILA is the international federation of national or regional associations of Applied Linguistics. Through its member associations, AILA currently has a membership of more than 8.000 individuals worldwide who as researchers, policy makers or practitioners are active in the field of Applied Linguistics.
Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods and results of Linguistics or by developing new theoretical and methodological frameworks in Linguistics to work on these problems. Applied Linguistics differs from Linguistics in general mainly with respect to its explicit orientation towards practical, everyday problems related to language and communication.
The problems Applied Linguistics deals with range from aspects of the linguistic and communicative competence of the individual such as first or second language acquisition, literacy, language disorders, etc. to language and communication related problems in and between societies such as e.g. language variation and linguistic discrimination, multilingualism, language conflict, language policy and language planning.
AILA is a Non-Governmental Organization (NGO) enjoying Status B (mutual information and consultation) with UNESCO.
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If you reached this page due to an internal link of this website, please contact the webmaster or leave a short message in our public forums and provide the page title (and URL) where this link appeared.
Thank you.
AILA aims to extend participation in Applied Linguistics across geographical areas not currently well represented in our association by offering a limited number of Solidarity Awards to scholars in Applied Linguistics who might be unable to participate in the World Congress without financial support. This is made possible by the generous donation of individuals, businesses, and organizations to the Solidarity Fund.
The selection criteria for Solidarity Awards are academic merit or promise, together with a financially disadvantaged situation, and acceptance of an abstract for presentation by the Congress organisers.
There are both 'full' awards, covering reasonable travel costs, accommodation and congress fees, and 'travel' awards, covering reasonable travel costs and congress fees.
For application procedure details, see Application for Grants.
Prof. Jasone Cenoz
Dept. Of Research Methods in Education University of the Basque Country Tolosa Hiribidea 70 20008 Donostia-San Sebastian Spain
| phone: | (+34) 943-015576 |
|---|---|
| fax: | (+34) 945-015470 |
| e-mail: |
- Jean Marc Dewaele, Birbeck College, University of London, UK
- Gabrielle Hogan-Brun, University of Bristol, UK
- Nancy Horberger, University of Pennsylvania, US
- Rosa Manchón, University of Murcia, Spain
- Ann Pakir, National University of Singapore, Singapore
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Prof. Susan M. Gass
Dept. of Linguistics and German, Slavic, Asian and African Languages Michigan State University A-714 Wells Hall
E. Lansing, MI 48824, USA
| phone: | 517 353-0800 |
|---|---|
| fax: | 517 432-1149 |
| e-mail: |
Assoc. Prof. Richard B. Baldauf
Graduate School of Education Rm S518 The University of Queensland, Brisbane Qld 4072
Australia
| phone: | ++61 (07) 3365-6496 |
|---|---|
| fax: | +61 (07) 3365-7199, Cricos Provider No. 00025 |
| e-mail: |
Prof. Folkert Kuiken
Prof. Folkert Kuiken University of Amsterdam Neederlandse Taalkunde Spuistraat 134 1012 VT Amsterdam Netherlands
| phone: | +31-20-525-3850/3391 |
|---|---|
| fax: | +31-20-525-4940 |
| e-mail: |
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Secretary General
Prof. Karlfried Knapp
Dept of Applied Linguistics University of Erfurt PO Box 900221 D - 99105 Erfurt, Germany
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Treasurer
Prof. Annelies Haecki-Buhofer
Universität Basel Deutsches Seminar Nadelberg 4 4051 Basel
Switzerland
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Publications Coordinator
Prof. Jasone Cenoz
Dept. Of Research Methods in Education University of the Basque Country Tolosa Hiribidea 70 20008 Donostia-San Sebastian Spain
| phone: | (+34) 943-015576 |
|---|---|
| fax: | (+34) 945-015470 |
| e-mail: |
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Research Networks Coordinator
Jean-Marc Dewaele
School of Languages, Linguistics and Culture Birkbeck College University of London 43 Gordon Square WC1H 0PD London, UK
| phone: | |
|---|---|
| fax: | |
| e-mail: |
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Members at Large
Gabrielle Hogan-Brun
University of Bristol 7 Woodland Rd Bristol BS8 1TB
Great Britain
Maria Antonieta Alba Celani
Maria Antonieta Alba Celani Avenida Higienópolis, 318 ? apt. 42 01238-000 São Paulo, SP
Brazil
| phone: | +55-11-3826-0910 |
|---|---|
| fax: | +55-11-3826-1480 |
| e-mail: |
Prof. Merrill Swain
OISE/UT, 252 Bloor Street West
Toronto, ON M5S IV6, Canada
Prof. Dieter Wolff
BUGH Wuppertal FB4-Anglistik/Amerikanistik O-09. 01 D-42097 Wuppertal, Germany
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