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Spoken English: Using Theory, Promoting Authenticity

Volume 40, Issue 1 (January 2021) – Researching and Teaching Languages for Specific Purposes

In this volume, we aim to explore the field of spoken English from both theoretical and practical standpoints, particularly with a view to promoting authenticity. How far do theoretical principles link up to applications (in the classroom), what formal training is needed? How can research in the field contribute to effective teaching at all levels?

Theoretical studies may refer to segmental and/or suprasegmental phonetics and phonology within an explicit theoretical framework or relying on spoken corpus-based studies (or both). Authors may wish to address specific articulatory challenges, spoken-written codes and the relevance of the IPA (International Phonetics Alphabet); they may also raise questions regarding word stress, prosody or connected speech. All of these issues can be related to interphonology, namely how the native language interacts (interferes?) with the second language. How can we improve our understanding of the spoken English system, of the theoretical principles behind it, and how can these be used to promote learning the language? What is their relative importance? And how far do we learn, how far do we teach?

Corpus-based studies, whether they rely on learners or on native-speakers, are necessarily connected to the question of authenticity from both teaching and research perspectives. They highlight challenges facing the learner both for understanding and speaking English. How do we select documents? What criteria enable us to assess to what extent they are authentic? Are spontaneity and authenticity synonymous? What issues are raised by the communication context? What degree of authenticity do we aim to achieve in a classroom, and at what level? What is the relative importance of “correct” (standard?) English from a lexical, syntactical or phonological perspective? How can research promote awareness of the system?

Contributions written in either English or French are welcome on all of the above issues. They must follow the journal’s editorial policy ( and fall within one of the four following categories:

  • research articles (25 000 to 40 000 characters without spaces, all texts included except summaries and key-word lists) ;

  • review articles and reports (10 000 to 20 000 characters without spaces, all texts included except summaries and key-word lists) ;

  • notes on teaching experiences (8000 to 15 000 characters without spaces, all texts included except summaries and key-word lists) ;

  • article or book reviews (8000 to 15 000 characters).

Deadline for proposals: 25 October 2019

Please send your submission to: ; ;

Please respect the guidelines for authors ( and make sure that your proposal falls within the categories of texts published in our journal ( Texts following our journal’s guidelines and requirements will be sent for double-blind peer-review.