语言意识鼓励和传播以下工作：语言显性知识在语言学习过程中的作用；语言显性知识在语言教学中的作用，以及如何最好地由教师来中介；语言显性知识在语言教学中的作用。语言使用：如对语言偏见的敏感度、语言的操纵性、语言的文学使用。它也是语言意识的一个目标，目的是鼓励在教育背景内或教育背景外的语言科学和其他学科之间建立桥梁。语言意识是一个国际论坛，用于报告和批判性讨论语言意识的研究和实践，以及建立和发展相关理论。该杂志对来自广泛研究方法的贡献开放：定性和定量、既定和创新。它欢迎处理各种语言和国际背景的工作。《华尔街日报》对语言意识有着广泛的定义。它包含了批判的观点和意识的提升，延伸到文学意识，并整合了人类交流的其他（即非语言）领域的意识。作为一个总的指南，论文通常（但不是唯一）属于以下领域：探索培养一个人语言意识的方法，并评价由此产生的益处，无论是通过元语言的反省和反思，还是通过中介的语言显性知识和对语言如何工作的有意识理解，人们如何获得、学习和教授语言，以及他们如何使用语言。并受其影响。对语言信仰和态度的调查和批判性理解，以及这些信仰和态度对语言使用、学习和教学的影响，以及它们对人们日常生活的行为、人际关系和群体间关系的影响。论文可能会考虑到从儿童到老年人的早期发展过程中语言意识的各个方面。他们可能关注广泛的背景，包括各级和各类教育和培训环境、各类沟通敏感专业领域（如法律、健康、咨询、政治、营销），以及更广泛的社区和文化环境中的沟通，以及与年龄歧视、RA等突出的社会问题有关的。CISM和性别歧视。贡献者不应感到受到现有学科界限的限制，尤其是当他们的工作试图在语言和传播科学以及教育背景内或教育背景外的其他学科之间建立创新的、共生的桥梁时。
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.Language Awareness is an international forum for the reporting and critical discussion of language awareness research and practice, and for the building and development of relevant theory. The journal is open to contributions from a broad range of research approaches: qualitative and quantitative, established and innovative. It welcomes work dealing with a wide variety of languages and international contexts.The journal operates with a broad definition of language awareness. It embraces critical perspectives and consciousness-raising, extends to literary awareness, and integrates awareness of other (i.e. non-linguistic) areas of human communication. As a general guide, papers tend typically, but not exclusively, to fall within the following areas: Exploration of the means to develop one's language awareness and evaluation of the benefits to be derived from so doing, whether through metalinguistic introspection and reflection or through mediated explicit knowledge about language and conscious understanding of how languages work, of how people acquire, learn and teach languages, how they use them and are influenced by them. Investigation and critical understanding of the beliefs and attitudes about language, and the effects these have on language use, learning, and teaching, and their effects on the conduct of people's everyday lives and their interpersonal and intergroup relations.Papers may consider aspects of language awareness across the lifespan, from earliest development in children through to the elderly. They may focus on a wide range of contexts, including all levels and types of educational and training settings, all types of communication-sensitive professional fields (e.g. law, health, counselling, politics, marketing), as well as communication in wider communities and cultural settings, and relating to salient social issues such as ageism, racism and sexism. Contributors should not feel restricted by existing disciplinary boundaries, especially where their work seeks to build innovative and symbiotic bridges between language and communication sciences and other disciplines within or outside the educational context.
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