Focus:
The target language may be any second/foreign language, including English as a second language (ESL).
Both quantitative and qualitative studies are welcome. More specific topics encompass, but are not limited to
- input and interaction
- teacher talk (the language of instruction that second/foreign language teachers use in the classroom)
- interlanguage or learner language analysis (i.e., error, discourse, pragmatics, and conversation analyses)
- learner variables (such as motivation, personality characteristics, age, aptitude, and learning styles)
- study abroad
- task or content based instruction (including immersion program)
- language for specific purposes (LSP) (including science and technology)
- form-focused instruction
- teaching cultural understanding in a second/foreign language class
- teaching listening, speaking, reading, and/or writing skills
- teaching and acquiring pronunciation
- teaching and acquiring vocabulary
- genre and academic language teaching
- methodologies and approaches to language teaching
- learning strategies and/or styles
- multiple intelligences
- learner autonomy
- content and language integrated learning (CLIL)
- bilingualism and multilingualism
- computer-assisted language learning (CALL) and technology-enhanced language learning (TELL)
- corpus linguistics
The edition intends to bring together new findings and insights about second language acquisition and,
hence, contribute to the enhanced efficacy of second/foreign language learning and teaching.
Who May Submit:
Faculty, administrators, librarians and graduate students.
Please identify your submission with keyword: LANGUAGE-12
 Writing American Academic English, Workbook for Intermediate and Beyond Level
Academic Exchange Quarterly print edition
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