Language Awareness

期刊简介：Language Awareness is an international peer-reviewed journal that publishes theoretically and methodologically rigorous studies related to language awareness. The journal strives to be inclusive in terms of languages and contexts at all educational levels. It includes research conducted in naturalistic and instructed learning settings with different theoretical and methodological approaches. Although the journal primarily invites studies related to L2 learning and teaching, it also welcomes research related to first language use and language awareness. The notion of ‘language awareness’ encompasses a wide range of issues concerning L2 learning and teaching, including, but not limited to, the following: The role of cognition (e.g., attention, noticing, awareness) in L2 learning Explicit knowledge, explicit learning, and explicit instruction in L2 learning The function of metacognition in language awareness, learning, and instruction Instructional techniques and technology in relation to language awareness Learner psychology and its mediation of language awareness The relationship between bi/multilingualism, translanguaging, and language awareness Critical language awareness (e.g., awareness of how language use indexes structures of power) The journal further hosts issues related to teacher language awareness including: Teacher beliefs about language learning, language use, and instruction Teacher psychology and its mediation of teacher language awareness Professional knowledge in relation to language learning and instruction Teacher education targeting language awareness Special Section: Focus on Practice Language Awareness invites submissions that aim at connecting research and practice in the field of second language education. The overarching objectives of the section (“Focus on Practice”) are: (a) to showcase empirical research designed to investigate or facilitate the research-practice relationship (Type I); (b) to share short reports in which researchers and/or practitioners share their experiences with pedagogical recommendations suggested by empirical research (Type II); and (c) to provide practitioners with a platform to share their experiences, knowledge, and feedback to researchers (Type III). Type I: Empirical Studies of the Research-Practice Relationship (RPR) While much has been written about the research-practice relationship (RPR) in second language education, little empirical work has examined the nature of this relationship, identify causes of convergence and divergence, or demonstrate the efficacy of solution-oriented approaches to improving the relationship. Type I includes fully-fledged empirical research articles with those research objectives. If you are interested in publishing in this section, please select it during your submission process (8,500 words maximum, all inclusive but excluding supplementary materials). Submissions might: • Investigate researchers’ and/or practitioners’ approaches, beliefs, and experiences related to the research-practice relationship; • Document practitioner research or action research conducted by second language professionals; • Investigate how research findings are interpreted, adapted, and applied by teachers in diverse educational settings; • Explore barriers and facilitators to research uptake in language education contexts; • Examine collaborative partnerships between researchers and practitioners; • Analyze the impact of research-informed interventions on language learning outcomes; • Study professional development models that effectively connect research and practice; • Evaluate research publications (e.g., research articles, secondary research, research summaries, etc.) for traits such as applicability, informativeness, actionability, accountability, reflexivity, etc.; and • Other similar topics. Type II: Implementation of Pedagogical Recommendations Research articles related to L2 learning and teaching often provide pedagogical recommendations based on the results. However, the pedagogical recommendations are rarely fed back to the classroom and examined for their utility in the real learning setting. Type II includes short reports in which researchers and/or practitioners share their experiences when implementing a particular pedagogical recommendation in the classroom. Reports may focus on students’ reactions, the teacher’s experiences, pedagogical challenges associated with the recommendation, local curriculum- and culture-related obstacles to implementing the recommendation, etc. In the report (3500 words maximum), the author first explains the relevant information of the original empirical research from which the pedagogical recommendation was chosen. After that, the author provides the details of the instructional context, followed by the main points that the author wishes to share with the researcher and practitioner communities. This report is particularly suited for graduate students who are teaching an L2 course or conducting a project for their degree requirement. Possible contributions must be pre-approved or solicited by the Editor or the Section Editors. In the first instance, interested authors should send a 250-word abstract summarizing their proposed submission to the Section Editors for their approval. Interested authors should contact the Section Editors: Matt Coss, Carlo Cinaglia, or Ellen Johnson Serafini. Please send your message to: languawarefop@gmail.com Type III: Practitioner’s Voices Discussions related to the research-practice relationship are dominated by researchers, but practitioners’ voices are often not considered. This reality accelerates the belief that “knowledge” is produced and owned by researchers while practitioners are recipients of that knowledge. In order to promote a mutually beneficial and equitable research-practice relationship, Type III showcases practitioners’ voices. Practitioners may be teachers, policymakers, materials designers, teacher educators, or any other professionals related to L2 education. In the report (3500 words maximum), practitioners are invited to reflect on their experiences and explore the practical application of theories, concepts, instructional techniques, and pedagogical implications presented in a recent research article(s). Graduate students in applied linguistics with substantial language teaching experience are encouraged to submit work in this category. In the report, the author first explains their motivation for selecting a specific L2 teaching/learning issue. The original article(s) in which the chosen L2 issue is highlighted must have been published in the past five years. Then, the author shares their perspectives, experiences, and knowledge related to the issue. To foster a meaningful research-practice dialogue, the researcher of the original article(s) that the practitioner selected will have the opportunity to respond to the practitioner’s voice. Practitioners are encouraged to critique the research article(s) and provide feedback to the researcher (or the researcher community as a whole). Type III articles can be co-authored with a researcher; however, the practitioner must take the lead authorship. Possible contributions must be pre-approved or solicited by the Editor or the Section Editors. In the first instance, interested authors should send a 250-word abstract summarizing their proposed submission to the Section Editors for their approval. Interested authors should contact the Section Editors: Matt Coss, Carlo Cinaglia, or Ellen Johnson Serafini. Please send your message to: languawarefop@gmail.com Special Section: Multilingual Scholarship Language Awareness accepts manuscripts written in French, Spanish, Japanese, and Chinese. “Multilingual Scholarship” reflects the journal’s commitment to fostering inclusive and diverse scholarly dialogue in the field of second language research. Due to logistical reasons related to the peer-review process, we currently invite manuscripts written in French, Spanish, Japanese, and Chinese only. Submissions in Multilingual Scholarship need to meet the same scholarly rigor required for submissions in English (see Aims and Scope). Interested authors should contact the Section Editors to determine the manuscript’s suitability to the journal. Pierre-Luc Paquet (pierre-luc.paquet@umontreal.ca) for French and Spanish manuscripts; Atsushi Mizumoto (mizumoto@kansai-u.ac.jp) for Japanese manuscripts; and Yan Zhu (zhuyan@english.ecnu.edu.cn) for Chinese manuscripts. Refereeing procedures: The journal invites submissions of the highest academic and professional quality. Papers are peer reviewed anonymously by a minimum of two experts.

【译文】《语言意识》是一份国际同行评审期刊，发表与语言意识相关的理论和方法上严谨的研究。该杂志致力于在所有教育级别的语言和背景方面具有包容性。它包括在自然主义和指导性学习环境中采用不同的理论和方法进行的研究。尽管该杂志主要邀请与第二语言学习和教学相关的研究，但它也欢迎与母语使用和语言意识相关的研究。 “语言意识”的概念涵盖了有关第二语言学习和教学的广泛问题，包括但不限于以下内容： 认知（例如，注意力、注意到、意识）在第二语言学习中的作用 第二语言学习中的显性知识、显性学习和显性指导 元认知在语言意识、学习和教学中的功能 与语言意识相关的教学技巧和技术 学习者心理及其对语言意识的中介 双语/多语、跨语言和语言意识 批判性语言意识（例如，对语言使用如何影响权力结构的意识） 该期刊还收录了与教师语言意识相关的问题，包括： 教师对语言学习、语言使用和教学的信念 教师心理学及其对教师语言意识的中介 与语言学习和教学相关的专业知识 针对语言意识的教师教育 特别章节：关注实践 语言意识邀请旨在将第二语言教育领域的研究和实践联系起来的投稿。该部分（“关注实践”）的总体目标是： (a) 展示旨在调查或促进研究与实践关系（第一类）的实证研究； (b) 分享简短的报告，其中研究人员和/或从业者分享他们的经验以及实证研究提出的教学建议（第二类）； (c) 为从业者提供一个平台，向研究人员分享他们的经验、知识和反馈（类型 III）。第一类：研究与实践关系（RPR）的实证研究 虽然关于第二语言教育中的研究与实践关系（RPR）的文章很多，但很少有实证工作检验这种关系的本质，识别趋同和分歧的原因，或证明以解决方案为导向的方法改善这种关系的有效性。第一类包括具有这些研究目标的成熟的实证研究文章。如果您有兴趣在本版块发表，请在提交过程中选择（最多 8,500 字，包含全部内容，但不包括补充材料）。提交的内容可能： • 调查研究人员和/或从业者与研究与实践关系相关的方法、信念和经验； • 记录第二语言专业人员进行的从业者研究或行动研究； • 调查教师如何在不同的教育环境中解释、调整和应用研究结果； • 探索语言教育背景下研究吸收的障碍和促进因素； • 审查研究人员和从业人员之间的合作伙伴关系； • 分析基于研究的干预措施对语言学习成果的影响； • 研究有效连接研究和实践的专业发展模型； • 评估研究出版物（例如研究文章、二次研究、研究摘要等）的适用性、信息性、可操作性、责任性、反思性等特征； • 其他类似主题。第二类：教学建议的实施 与第二语言学习和教学相关的研究文章通常会根据研究结果提供教学建议。然而，教学建议很少反馈到课堂并检查其在实际学习环境中的实用性。第二类包括简短的报告，研究人员和/或从业者在其中分享他们在课堂上实施特定教学建议时的经验。报告可能侧重于学生的反应、教师的经验、与推荐相关的教学挑战、当地课程和文化相关的实施障碍