TBLT in the L2 Classroom: A Cognitive-Processing Approach
This special issue on Task-Based Language Teaching (TBLT) in the second language (L2) classroom aims to significantly advance the understanding of the interplay between cognitive processes and TBLT.
Guest editors:
Professor Ronald Leow, Georgetown University, leowr@georgetown.edu
Professor Mahmoud Abdi Tabari, University of Nevada, mabditabari@unr.edu
Special issue information:
The special issue will contribute to the field in several key ways:
Firstly, it will provide a comprehensive overview of the current state of research on TBLT and cognitive processing, highlighting existing gaps and avenues for future exploration. By synthesizing influential insights from scholars such as Skehan, Robinson, and others, readers will gain a deeper understanding of the theoretical underpinnings driving this research area.
Secondly, through a series of empirical studies and theoretical discussions, the special issue will shed light on the specific roles of cognitive processes in various aspects of TBLT, including task design, task repetition, multimodality, cognitive strategy training, and technology integration. By exploring these dimensions, researchers and practitioners will gain valuable insights into optimizing TBLT practices to enhance language learning outcomes.
Thirdly, the special issue will offer practical implications for instructional strategies, curriculum design, and teacher education programs. By understanding how cognitive processes operate within the TBLT framework, educators can tailor tasks and activities to better facilitate language acquisition, both virtually and in-person, ultimately improving the effectiveness of TBLT in diverse educational settings.
Overall, this special issue seeks to advance the field's knowledge of TBLT by providing a comprehensive examination of its intersection with cognitive processing. By offering theoretical insights, empirical evidence, and practical implications, the special issue aims to enrich scholarly discourse and inform pedagogical practices in language education.
Manuscript submission information:
This Special Issue is by invitation only. Submission site is open until 31st December 2024 for submissions.
Please reach out to the Guest Editors in case of any questions.
System的CAR指数
2023年3月份科睿唯安官方一次性踢除35本SCI期刊，多数涉及学术诚信问题，让我们意识到学术期刊的“被踢”指数，也很重要。目前，对于期刊的“被踢”指数，这里介绍一下：CAR指数（关于CAR的详细介绍，请关注：www.jcarindex.com），这是一种评价期刊学术诚信风险的指数，指数越高代表可能的风险越大。从数据看，System不管是2022年度，还是2023年度的CAR指数，都是比较低的。当然，CAR指数仅供参考，期刊风险情况，需以科睿唯安或中科院预警等官方为准！
让推送更美好~
