Language Learning Journal

期刊简介：The Language Learning Journal (LLJ) is an academic, peer-reviewed journal, providing a forum for research and scholarly debate on current aspects of foreign and second language learning and teaching. Its international readership includes foreign and second language teachers and teacher educators, researchers in language education and language acquisition, and educational policy makers. The journal takes a particular – but not exclusive – interest in contexts where the language being learnt is little used outside of the learning environment, as well as in the teaching and learning of languages other than English. Papers on the teaching and learning of English as a second language are welcomed where discussion can be generalised to other languages. Submissions will normally be empirical in nature and are frequently underpinned by qualitative data. The following are key areas of interest: Pedagogical practices in language learning classrooms Classroom research and instructed language learning Language learning skills and competences Language learners and learner identity Language learning in informal settings incl. study abroad Methodological questions in language learning and teaching research Multilingualism and multiculturalism Language teacher education and language teacher identities Language education and language policy Digital technologies and language learning and teaching The LLJ is the official journal of the Association for Language Learning . Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least one anonymous referee.

【译文】《语言学习期刊》(LLJ) 是一份同行评审的学术期刊，为当前外语和第二语言学习和教学的研究和学术辩论提供了论坛。其国际读者包括外语和第二语言教师和教师教育工作者、语言教育和语言习得研究人员以及教育政策制定者。该杂志对所学语言在学习环境之外很少使用的环境以及英语以外的语言的教学和学习特别感兴趣，但并非排他性的。关于英语作为第二语言的教学和学习的论文受到欢迎，讨论可以推广到其他语言。提交的内容通常是经验性的，并且经常以定性数据为基础。以下是主要感兴趣的领域： 语言学习课堂中的教学实践 课堂研究和指导语言学习 语言学习技能和能力 语言学习者和学习者身份 非正式环境中的语言学习，包括非正式环境中的语言学习。出国留学 语言学习和教学研究中的方法论问题 多语言和多元文化 语言教师教育和语言教师身份 语言教育和语言政策 数字技术和语言学习和教学 LLJ 是语言学习协会的官方期刊。同行评审政策：本期刊的所有研究文章都经过严格的同行评审，基于最初的编辑筛选和至少一名匿名审稿人的匿名审稿。