CALICO is now soliciting proposals for the next volume in its series to be published in spring 2015. The volume may be a single-authored monograph or edited volume and may treat any topic related to the field of CALL.
Proposals should include the following information:
1. name of the author(s)/editor(s) with CV or short bio;
2. tentative title;
3. description of how the book will contribute to the discipline;
4. outline of the scope and sequence of the book, including the number of chapters, their titles, and a brief synopsis of each;
5. if an edited volume, description of the procedures for soliciting and refereeing manuscripts for the chapters; and
6. if the book lends itself to multimedia inclusion, please describe what might be incorporated if the book were to be published in an e-book version as opposed to print.
Proposals should be submitted as a Word document attached to an email message sent toec06@txstate.edu orinfo@calico.org no later thanDecember 1, 2013.
Final decision will be made by the end of February 2014.
Recent volumes in this series:
2006 Calling on CALL: From theory and research to new directions in foreign language teaching, eds. Lara Ducate and Nike Arnold.
2007 Preparing and Developing Technology-proficient L2 Teachers, eds. Margaret Ann Kassen, Roberta Lavine, Kathryn Murphy-Judy, and Martine Peters
2008 Opening Doors through Distance Language Education: Principles, Perspectives, and Practices, eds. Senta Goertler and Paula Winke
2009 Next Generation: Social Networking and Online Collaboration in Foreign Language Teaching, eds. Lara Lomicka and Gillian Lord
2010 CALL in Limited Technology Contexts, ed. Joy Egbert
2011 Present and Future Promises of CALL (2nd edition of 2006), eds. Nike Arnold and Lara Ducate
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Here are my bullet points from reading this article which summarises recent research into L2 vocabulary acquisition for language teachers.
- there two types of vocabulary: high frequency and low frequency (Zipf's law - there is no middle ground). ESL learners need to meet high frequency words often, and learn strategies to tackle low frequency words
- extensive (rather than intensive) reading with graded readers works for high frequency words; learners can be encouraged in this if initial class time is devoted to a "proper extensive reading program" (p. 532)
- bilingual word cards - "deliberate decontextualised rote learning of vocabulary" - is effective for long-term learning and acquisition of implicit knowledge (p. 533) though should be viewed as a "support" rather than an "alternative to communicative learning"
- although deliberate learning is effective, deliberate teaching does not mean deliberate learning - studies often show less than half of taught words were learned via vocabulary exercises
Nation recommends paying attention to vocabulary learning via extensive graded reading and independent learning with bilingual word cards, rather than devoting class time to intensive reading and vocabulary exercises.
He recommends this research paper:
Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61.2, 367–413.
and this website: The Compleat Lexical Tutor http://www.lextutor.ca/