Difference between revisions of "Journals"

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* Language Testing
 
* Language Testing
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Language Testing provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications. The editors and editorial board of Language Testing, are leaders in the international language testing community.
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* Linguistic Inquiry
 
* Linguistic Inquiry
 
* META (Translator's Journal)
 
* META (Translator's Journal)

Revision as of 00:43, 10 October 2008

This is a list of journals that cover the field of Language and Languages.

Contents

Language and Languages

TALIP will primarily consist of research and survey papers and shorter concise research papers. The latter will provide a quick means for dissemination of information related to leading edge research in Asian language information processing, while the former is meant for publication of substantial research findings. Papers describing reproducible techniques and theory for systems and applications will also be considered. However, descriptions of specific products in the field with no proof of reproducibility will not be accepted. TALIP will cover issues in NLP for Asian languages broadly. Aspects including theory, systems design, evaluation, and applications in the fields will be covered. Emphasis will be placed on the originality and the "re-use" value of theory, technology, and applications in the field.

A Quarterly of Linguistic Usage published on behalf of the American Dialect Society. American Speech has been one of the foremost publications in its field since its founding in 1925. The journal is concerned principally with the English language in the Western Hemisphere, although articles dealing with English in other parts of the world, the influence of other languages by or on English, and linguistic theory are also published. The journal is not committed to any particular theoretical framework, and issues often contain contributions that appeal to a readership wider than the linguistic studies community. Regular features include a book review section and a “Miscellany” section devoted to brief essays and notes.

Anthropological Linguistics, a quarterly journal founded in 1959, provides a forum for the full range of scholarly study of the languages and cultures of the peoples of the world, especially the native peoples of the Americas. Embracing the field of language and culture broadly defined, the editors welcome articles and research reports addressing cultural, historical, and philological aspects of linguistic study, including analyses of texts and discourse; studies of semantic systems and cultural classifications; onomastic studies; ethnohistorical papers that draw significantly on linguistic data; studies of linguistic prehistory and genetic classification, both methodological and substantive; discussions and interpretations of archival material; edited historical documents; and contributions to the history of the field. Anthropological Linguistics (ISSN 0003-5483) (USPS 026980) is published quarterly by the American Indian Studies Research Institute and the Department of Anthropology at Indiana University, Bloomington, Indiana, USA.

Anthropos is one of the ten largest and most important journals in the world devoted to Cultural Anthropology. Its international character and its pluralistic approach have always been distinguishing marks of the journal. Discussions on the theory and method of Cultural Anthropology find their place in the journal as well as extensive ethnographic descriptions and other documentation. The different specialities in Anthropology are also well represented (Anthropology of Religion, Economic and Social Anthropology, Culture History, Linguistics, etc.). All else being equal, preference is given to articles that deal, in however broad a sense, with religious materials. Every issue has about 700 pages to which roughly 125 authors typically contributed. Each issue of Anthropos has a distribution of 900 copies to 60 countries. Anthropos is published twice a year totalling ca. 700 pages. Subscription rate per year: sfr 190,-/ €125 (postage not included)

Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; deaf linguistics; discourse analysis and pragmatics; corpus linguistics; critical discourse analysis; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles.

The Canadian Modern Language Review publishes peer-reviewed articles on all aspects of language learning and teaching -- linguistics, language skills, curriculum, program design, psychology, methodology -- making this a great tool for teachers, researchers, professors and policy makers who deal with the realities of second language learning. Article topics range from ESL, to French immersion, to international languages, to native languages. The journal's quarterly issues include reviews of relevant books and software, along with research-based articles dealing with second language teaching in the "Focus on the Classroom" section.

Computational Linguistics is the only publication devoted exclusively to the design and analysis of natural language processing systems. From this unique quarterly, university and industry linguists, computational linguists, artificial intelligence (AI) investigators, cognitive scientists, speech specialists, and philosophers get information about computational aspects of research on language, linguistics, and the psychology of language processing and performance. Computational Linguistics is the official journal of The Association for Computational Linguistics.

Computer Assisted Language Learning (CALL) is an intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching and testing. It provides a forum to discuss the discoveries in the field and to exchange experience and information about existing techniques. The scope of the journal is intentionally wide-ranging and embraces a multitude of disciplines. Submitted articles may focus on CALL and: Research Methodologies; Language Learning and Teaching Methods; Language Testing Systems and Models; The Four Skills; SLA; HCI; Language Courseware Design; Language Courseware Development; Curriculum Integration; Evaluation; Teacher Training; Intelligent Tutoring; New Technologies; The Sociocultural Context; and Learning Management Systems.

Discourse Studies is a multidisciplinary journal for the study of text and talk. Publishing outstanding work on the structures and strategies of written and spoken discourse, special attention is given to cross-disciplinary studies of text and talk in linguistics, anthropology, ethnomethodology, cognitive and social psychology, communication studies and law.

ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.

English Education is the official journal of the Conference On English Education of the National Council of Teachers of English. The Conference on English Education (CEE) is an organization concerned with the process of educating teachers of English and language arts. That education involves both the preservice and the inservice development of teachers. Recognizing the reciprocity of teaching and learning, the CEE addresses pertinent theory and research as they inform curriculum, methodology, and certification. Included in the constituency of the CEE are college and university teacher-educators; inservice leaders and consultants; supervisors at local, district, regional, and state levels; mentor teachers; teacher consultants curriculum coordinators and developers; teacher-researchers; and classroom teachers who work with student teachers. Published quarterly, English Education contains articles that focus on issues related to the nature of the discipline, especially as it spans all levels of instruction, and the education and development of teachers of English at all levels

English Journal is a journal of ideas for English language arts teachers in junior and senior high schools and middle schools. EJ presents information on the teaching of writing and reading, literature, and language. Each issue examines the relationship of theory and research to classroom practice and reviews current materials of interest to English teachers, including books and electronic media. Published bimonthly, September, November, January, March, May, and July by the National Council of Teachers of English (NTCE).

English Quarterly, the official refereed journal of the CCTELA, publishes original contributions on all facets of English language arts at the elementary, secondary, and post-secondary levels. The Editor welcomes a wide range of genres: debates, interviews, narrative explorations, poetry, point and counterpoint, research investigations, position papers, reviews, works-in-progress, and so on. The Editor especially welcomes papers from classroom practitioners as well as students, education teacher candidates, along with college and university instructors. Furthermore, the Editor is looking for material that is written in a lively accessible style and which links teaching or learning with reflection on that practice.

Essential Teacher is a magazine for language teachers and administrators in varied ESL and EFL workplaces, including pre-K-12, 2- and 4-year institutions of higher learning, and adult education. Each of these arenas has teachers with varied experience and expertise, making for a broad and diverse readership. Essential Teacher also offers guidance to mainstream teachers who work with students for whom English is an additional language. Essential Teacher is a publication of TESOL (Teachers of English to Speakers of Other Languages, Inc.).

Foreign Language Annals (FLA) is the official journal of the American Council on the Teaching of Foreign Languages (ACTFL). The first volume of FLA was published in 1967. FLA is a refereed journal published four times per year. There are approximately 10 articles per issue. Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. All submissions must be written in English and must be previously unpublished. Foreign Language Annals focuses primarily on language education for languages other than English. The journal welcomes manuscripts on a wide variety of topics including cross-disciplinary submissions that provide clear implications for teaching, learning, and/or research in the language field. Authors must be members of ACTFL. FLA accepts from 10% to 20% of manuscripts submitted for publication. More than 300 manuscripts are submitted to FLA per year.

International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms. The present Editors wish to maintain IRAL's long-term interest in areas of research which concern first- and second-language acquisition (including sign language and gestural systems). We do not believe in narrow specialization, but envisage a journal whose contributions will continue to speak to a wide audience of scholars, practitioners and students. We therefore welcome contributions on naturalistic and instructed language learning, language loss, bilingualism, language contact, pidgins and creoles, language for specific purposes, language technology, mother-tongue education, terminology and translation. It is our intention that one issue per year will be thematically organized. Whatever the topic, our first criterion for selection is that papers should be theoretically grounded and based on careful research and method. International Review of Applied Linguistics in Language Teaching is a peer-reviewed journal of international scope.

The Journal of Pidgin and Creole Languages is designed to be part of an international effort to bring together scholarly treatments of all aspects of pidginization and creolization. Special emphasis is laid on the presentation of the results of current research in theory and description of pidgin and creole languages, and application of this knowledge to language planning, education, and social reform in creole-speaking societies.

The Journal of Speech, Language, and Hearing Research (JSLHR) is published bimonthly (February, April, June, August, October, and December) and pertains broadly to studies of the processes and disorders of hearing, language, and speech and to the diagnosis and treatment of such disorders. Articles may take any of the following forms: reports of original research, including single-study experiments; theoretical, tutorial, or review pieces; research notes; and letters to the editor. Prior to 1991, ASHA published the Journal of Speech and Hearing Research and the Journal of Speech and Hearing Disorders. These titles were merged in 1991 under the Journal of Speech and Hearing Research title. Later, the word Language was added to more accurately reflect the areas of research in the discipline

  • Journal of Technical Writing & Communication
  • Language

LANGUAGE is published quarterly by the Linguistic Society of America. Subscription to LANGUAGE is a benefit solely available to members of the LSA. Subscriptions are not sold without membership. LANGUAGE consists of major articles and shorter reports of original research, as well as review articles and book reviews. Journal articles cover all areas of the field and from all theoretical frameworks. LANGUAGE is viewed as a prestigious publication and receives far more submissions than it can possibly publish.

The research published in this journal makes a clear contribution to linguistic theory by increasing our understanding of how language is acquired. The journal focuses on the acquisition of syntax, semantics, phonology and morphology, and considers theoretical, experimental and computational perspectives. Coverage includes solutions to the logical problem of language acquisition, as it arises for particular grammatical proposals; discussion of acquisition data relevant to current linguistic questions; and perspectives derived from theory-driven studies of second language acquisition, language-impaired speakers, and other domains of cognition. Audience: Researchers and professionals in linguistics and psycholinguistics, and developmentalists.

Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children. Articles are welcomed concerning all aspects of mother tongue and second language education. The remit of Language in Education, however, does not extend to modern foreign language teaching or English as a foreign language.

Language and Speech provides an international forum for communication among researchers in the disciplines that contribute to our understanding of the production, perception, processing, learning, use, and disorders of speech and language. The journal accepts reports of original research in all these areas. Interdisciplinary submissions are encouraged. Corpus-based, experimental, and observational research bringing spoken or written language within the domain of linguistic, psychological, or computational models are particularly welcome. Purely clinical, linguistic, philosophical, or technological offerings should be sent elsewhere. The journal may commission book reviews, theoretically motivated literature reviews, conference reports, and brief tutorial introductions to new areas of research. Language and Speech is published quarterly (March, June, September, and December), one volume per annum. Papers are published in English only.

The American Council on the Teaching of Foreign Languages is proud to offer The Language Educator, the latest publication for ACTFL members that serves educators of all languages at all levels as a single, comprehensive source of news and information. As the professional association serving this broad education community, ACTFL has the breadth of resources necessary to assure complete and timely coverage. This is the only publication devoted exclusively to offering comprehensive coverage of foreign language teaching and administration. From the newest teachers in the field to those with years of experience, The Language Educator has quickly become recognized as the most knowledgeable resource focusing on their careers and their profession. The magazine is published in January, February, April, August, October and November. Of course, all ACTFL members also will continue to enjoy receiving the quarterly Foreign Language Annals.

Language Resources and Evaluation is the first publication devoted to the acquisition, creation, annotation, and use of language resources, together with methods for evaluation of resources, technologies, and applications. Language resources include language data and descriptions in machine readable form used to assist and augment language processing applications, such as written or spoken corpora and lexica, multimodal resources, grammars, terminology or domain specific databases and dictionaries, ontologies, multimedia databases, etc., as well as basic software tools for their acquisition, preparation, annotation, management, customization, and use. Evaluation of language resources concerns assessing the state-of-the-art for a given technology, comparing different approaches to a given problem, assessing the availability of resources and technologies for a given application, benchmarking, and assessing system usability and user satisfaction.

Language Teaching (LT) is a long-established journal of Cambridge University Press. It is a quarterly, professional, peer-reviewed journal dedicated to providing reports on key international research in foreign and second language education (including significant coverage of EFL/ESL) to its international readership of researchers and practitioners in the field at all levels of instruction. Each quarterly issue of the journal contains commissioned state-of-the-art review articles on various aspects of L2 teaching and learning research, and a number of other features. Details of the coverage are as follows: STATE-OF-THE-ART ARTICLES A long-established and highly-regarded feature of the journal, each of these single-theme articles is accompanied by a review article on recent key books in the area under discussion. A LANGUAGE IN FOCUS An article series surveying recent research on the teaching and learning of a particular language. A COUNTRY IN FOCUS An article series surveying recent research on second language teaching and learning in a particular country. REPLICATION STUDIES This section is exclusively dedicated to empirical research papers which specifically report on replication studies carried out in an area of language teaching and learning. PLENARY SPEECHES Keynote addresses and plenary speeches delivered at language teaching events and SLA conferences and lecture series around the world, giving readers an insight into current thinking and research agendas worldwide. SURVEYS OF PH.D./ED.D. Theses A country-by-country overview of recent doctoral theses on mainstream topics. RESEARCH IN PROGRESS Recent and current work by research groups in institutions worldwide. RESEARCH TIMELINES A graphic presentation of key thought and research in the history of a particular area in SLA together with their representative bibliographical references. Designed to help the reader obtain an overview of the most significant bibliography in the area and spot the emerging tendencies, as well as monitor the development of research. ANNUAL REVIEW OF RESEARCH An all-time-favourite with expert commentary on a selection of the most significant work on second-language. The journal has an international circulation, mainly institutional and consortium subscriptions, and individual subscriptions, with a substantial proportion of its readership in North America (c. 25%), the UK (c. 20%) and Japan (c.14%). Its readers are predominantly teacher-researchers and students in foreign and second language learning and teaching.

  • Language Testing

Language Testing provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications. The editors and editorial board of Language Testing, are leaders in the international language testing community.

  • Linguistic Inquiry
  • META (Translator's Journal)
  • Natural Language & Linguistic Theory
  • Oceanic Linguistics
  • Perspectives: Studies in Translatology
  • PROBVS (International Journal of Latin and Romance Linguistics)
  • Reading and Writing: An Interdisciplinary Journal
  • Reading and Writing Quarterly
  • Reading Psychology: An International Journal
  • Reading Research Quarterly
  • Reading Teacher
  • Research on Language and Social Interaction
  • Russian Language Journal
  • Russian Linguistics
  • Scientific Studies of Reading
  • Second Language Research
  • Semiotica
  • TESOL Quarterly (Journal of the Teachers of English to Speakers of Other Languages, Inc.)
  • TARGET (International Journal of Translation Studies)
  • TEXT: The Journal of Computer Text Processing
  • Visible Language



Cognitive Science and Psycholinguistics

Computational Linguistics and Natural Language Processing


Linguistics

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