Journal Guide

Target promotes the scholarly study of translational phenomena from a thoroughly interdisciplinary and international point of view. Rather than reducing research on translation to the practical questions asked by translators, their committers or their audience, the aim is to examine the role of translation in communication in general, with emphasis on cultural situations and theoretical, methodological and didactic matters. Attention is given to the relationship between translation and the societal organisation of communication. Target provides a forum for innovative approaches to translation. It publishes original studies on theoretical, methodological and descriptive-explanatory nature into translation problems and corpora, reflecting various socio-cultural approaches. The review section discusses the most important publications in the field in order to reflect the evolution of the discipline.

Terminology is an independent journal with a cross-cultural and cross-disciplinary scope. It focusses on the discussion of (systematic) solutions not only of language problems encountered in translation, but also, for example, of (monolingual) problems of ambiguity, reference and developments in multidisciplinary communication. Particular attention will be given to new and developing subject areas such as knowledge representation and transfer, information technology tools, expert systems and terminological databases. Terminology encompasses terminology both in general (theory and practice) and in specialized fields (LSP), such as physics; biomedical sciences; technology; engineering; humanities; management; law; arts; business administration; trade; corporate identity; economics; methodology; and any other area in which terminology is essential to improve communication.

Editor: Srikant Sarangi IMPACT FACTOR 2010: 0.493 5-year IMPACT FACTOR: 0.664 ERIH category INT1 "Text & Talk" (founded as TEXT in 1981) is an internationally recognized forum for interdisciplinary research in language, discourse, and communication studies, focusing, among other things, on the situational and historical nature of text/talk production; the cognitive and sociocultural processes of language practice/action; and participant-based structures of meaning negotiation and multimodal alignment. "Text & Talk" encourages critical debates on these and other relevant issues, spanning not only the theoretical and methodological dimensions of discourse but also their practical and socially relevant outcomes. "Text & Talk" - encourages the dissemination of scholarly work in all aspects of language and communication research, especially in under-represented domains (e.g., communication science, artificial intelligence, professional communication, rhetoric and composition, stylistics, narratives, institutional ethnography, sociology of science); - systematically reviews from time to time via position papers and state-of-the-art articles the major conceptual and analytic developments in language and communication research; - challenges through critique and debate the tenets of discourse research across disciplinary boundaries, in terms of theoretical and methodological insights as well as practical outcomes; - remains independent of any individual or group ideology, while encouraging in equal measure the use of discourse to challenge discourse orthodoxy. "Text & Talk" is a double-blind peer-reviewed journal of international scope.

Increasing demand for professionals for the languages services industry and other areas of intercultural communication and the concomitant proliferation of training programmes have given rise to widespread concern for and reflection on how translator and interpreter education and training can best be conceived and the necessary skills and knowledge to be acquired. This is the first journal in the field of translation studies to devote its attention entirely to research in education and training. ITT is a refereed international journal that seeks to address issues relating to the education and training of professional translators and interpreters, and of those working in other forms of interlingual and intercultural mediation. ITT aims to provide a specialized forum for trainers, educators, researchers and professionals sharing an interest in the training of translators and/or interpreters from diverse theoretical and applied approaches, encouraging critical reflection on the many issues involved, including: curricular design; syllabus design; translator/translation competence(s); teaching and learning approaches, methods and techniques; teaching and learning resources; assessment and accreditation, amongst others. ITT seeks in particular to encourage interdisciplinary approaches incorporating appropriate research methods and results from fields such as education, curricular studies, or language acquisition, as well as others more frequently associated with tanslation studies, such as cultural studies, linguistics, communication studies, anthropology, psychology, cognitive science or literary studies. Each biannual issue includes: original research articles; reviews of recent publications on or for education and training, including textbooks;a features section which will consist variously of course profiles, debates on training and educational paradigms, interviews, reviews of software/hardware, reports on events, project presentations; abstracts of Ph.D. and Masters dissertations on translator and interpreter education and training. The journal also intends to publish, when possible, English-language translations of outstanding articles originally published in other languages, and occasional guest edited monographic issues.

Journal of Cognitive Neuroscience investigates brain-behavior interaction and promotes lively interchange among the mind sciences. Contributions address both descriptions of function and underlying brain events and reflect the interdisciplinary nature of the field covering developments in neuroscience, neuropsychology, cognitive psychology, neurobiology, linguistics, computer science, and philosophy.

Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and 8216;Community Languages'; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: Relationships between policy, theory and practice Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education Policy and practice in the UK and other countries Classroom practice in all its aspects Classroom-based research Methodological questions in teaching and research Multilingualism and multiculturalism New technologies and foreign languages LLJ is the official journal of the Association for Language Learning.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.Disclaimer for Scientific, Technical and Social Science publications:Taylor & Francis and the Association for Language Learning makes every effort to ensure the accuracy of all the information (the 8220;Content8221;) contained in its publications. However, Taylor & Francis and the Association for Language Learning and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Association for Language Learning.

The Linguistic Review publishes high-quality papers in syntax, semantics, phonology, and morphology, within a framework of Generative Grammar and related disciplines, as well as critical discussions of theoretical linguistics as a branch of cognitive psychology.Striving to be a platform for discussion, The Linguistic Review welcomes reviews of important new monographs in these areas, dissertation abstracts, and letters to the editor. The editor also welcomes initiatives for thematic issues with guest editors.The Linguistic Review is a peer-reviewed journal of international scope.

The Review of English Studies was founded in 1925 to publish literary-historical research in all areas of English literature and the English language from the earliest period to the present. From the outset, RES has welcomed scholarship and criticism arising from newly discovered sources or advancing fresh interpretation of known material. Successive editors have built on this tradition while responding to innovations in the discipline and reinforcing the journal’s role as a forum for the best new research.

The Translator is a refereed international journal that publishes articles on a variety of issues related to translation and interpreting as acts of intercultural communication. It puts equal emphasis on rigour and readability and is not restricted in scope to any particular school of thought or academic group. By keeping an open mind on how translation can or should be studied and the kind of disciplines that can inform it, The Translator hopes to provide a meeting point for existing as well as future approaches and to stimulate interaction between various groups who share a common concern for translation as a profession and translation studies as a discipline. Translation is understood to cover all types of translation, whether written or oral, including activities such as literary and commercial translation, various forms of oral interpreting, dubbing, voice-overs, subtitling, translation for the stage, and such under-researched areas as sign language interpreting and community interpreting. Extended special issues guest-edited by leading scholars are published regularly.

The Year’s Work in Critical and Cultural Theory is a companion volume to The Year’s Work in English Studies. It provides a narrative bibliography of published work, recording significant debates and issues of interest across a broad range of research in the humanities and social sciences. As the fields of critical and cultural studies shift, so the range and scope of the journal alters, and current volumes include chapters on Digital Media, Science and Medicine, and Popular Culture. The Year’s Work in Critical and Cultural Theory functions as a bibliographical tool of practical use to scholars and students alike, as well as a lively collaboration with contemporary debates.

The Year's Work in English Studies is the qualitative narrative bibliographical review of scholarly work on English language and literatures written in English. It is the largest and most comprehensive work of its kind and the oldest evaluative work of literary criticism. The Year’s Work in English Studies does not merely offer annotated or enumerated bibliography entries, but provides expert, critical commentary supplied for every book covered.