Language Awareness encourages and disseminates work which explores the following: the role of explicit knowledge about language in the process of language learning; the role that such explicit knowledge about language plays in language teaching and how such knowledge can best be mediated by teachers; the role of explicit knowledge about language in language use: e.g. sensitivity to bias in language, manipulative aspects of language, literary use of language. It is also a goal of Language Awareness to encourage the establishment of bridges between the language sciences and other disciplines within or outside educational contexts.
语言认知(Language Awareness)是一本由Taylor & Francis出版的一本Multiple学术刊物,主要报道Multiple相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,2021-2022年最新版WOS分区等级:Q2,2023年发布的影响因子为1.5,CiteScore指数3.7,SJR指数0.849。本刊非开放获取期刊。语言意识鼓励和传播探索以下内容的工作:关于语言的显性知识在语言学习过程中的作用;这种关于语言的显性知识在语言教学中的作用,以及教师如何最好地中介这些知识;关于语言的显性知识在语言使用中的作用:例如对语言偏见的敏感性、语言的操纵方面、语言的文学使用。语言意识的一个目标也是鼓励在语言科学和教育环境内外的其他学科之间建立桥梁。
Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1620756
Implementing collaborative writing in teacher-centered classroom contexts: student beliefs and perceptions
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1675680
Learning beliefs and autonomous language learning with technology beyond the classroom
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1675679
Language-related episodes and learner proficiency during collaborative dialogue in CLIL
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1606229
The effects of a functional linguistics-based course on teachers’ beliefs about grammar
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1598423
Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1620755
Ideologies in the foreign language curriculum: insights from textbooks and instructor interviews
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1590376
Broadening learners’ perspectives on World Englishes: \u2028a classroom-based study
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1673400
EFL learners’ corrective feedback decision-making in task-based peer interaction
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1668003
Written languaging with indirect feedback in writing revision: is feedback always effective?
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1567742
Multilingual dementia care: defining the limits of translanguaging
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1636801
Police delivery of the opt-out procedure for children’s court evidence: evidence of inadequate language awareness
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1636804
How French speakers reflect on their language: a critical look at the concept of metalinguistic awareness
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1567743
The construction of conflict talk across workplace contexts: (towards) a theory of conflictual compact
来源期刊:Language AwarenessDOI:10.1080/09658416.2019.1636802