Journal Guide

PRAGMATICS is a peer-reviewed publication. Reviewers are mainly, but not exclusively, members of the IPrA Consultation Board and members of the Editorial Board (see below). Articles are indexed and/or abstracted in the MLA International Bibliography (from volume 15, 2005) in Elsevier Bibliographic Databases and ( from volume 18, 2008) in ISI Web of Knowledge (Institute for Scientific Information, Thomsen): Social Sciences Citation Index Social Research Arts and Humanities Citation Index Journal Citation Reports / Social Sciences Edition PRAGMATICS is the Association's quarterly publication. In addition to regular peer-reviewed scientific articles, it also contains a bulletin section with occasional announcements. It is available to libraries and institutions, and it reaches all of IPrA's individual members (on average 1400) directly. It is not a commercial publication, which has two major advantages: it does not build up a serious backlog, so that articles can be published relatively quickly upon acceptance; when too many manuscripts come in, they are passed on to other journals it also reaches a significant number of non-paying members directly in countries with serious currency restrictions, as a minor remedy against the information gap Four issues are published every calendar year, due in March, June, September, and December. Every annual volume counts roughly 600 pp. ISSN: 1018-2101.

Pragmatics & Cognition is an interdisciplinary journal seeking to bring together such disciplines as philosophy, linguistics, semiotics, cognitive science, neuroscience, artificial intelligence, ethology, and cognitive anthropology, among others. The journal seeks to explore relations of all sorts between semiotic systems as used by humans, animals and machines, in connection with mental activities: logical and causal dependence; condition of acquisition, development of loss; modeling, simulation of formalization, shared or separate biological and neurological bases; social and cultural variation; aesthetic expression; historical development; etc. Pragmatics & Cognition's basic assumption is that the proper understanding of mental life and inter-personal relations requires an intensive and thoughtful exchange of views across disciplines.

Probus is a platform for the discussion of historical and synchronic research in the field of Latin and Romance linguistics, with special emphasis on phonology, morphology, syntax, language acquisition and sociolinguistics. The journal aims to keep its readers abreast of the developments in Romance linguistics by encouraging problem-oriented contributions that combine the solid empirical foundations of philological and linguistic work with the insights provided by modern theoretical approaches.Since its foundation in January 1989, Probus has proven to be a useful medium for the exchange of ideas, explanations, and solutions aiming at a better understanding of the structures of Romance languages.Probus is a double-blind peer-reviewed journal of international scope.

The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology.

Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, case studies and book reviews. The journal also publishes short articles and pilot reports with preliminary results. Reading and Writing is one of the most highly cited journals in Education and Educational Research according to Thomson/ISI. Between 2001 and 2005, the j

Reading and Writing Quarterly provides direction in educating a mainstreamed population for literacy. It disseminates critical information to improve instruction for regular and special education students who have difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem. Peer Review Policy: All articles in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

The journal publishes the highest quality empirical and theoretical research bearing on language as it is used in interaction. Researchers in communication, discourse analysis, conversation analysis, linguistic anthropology and ethnography are likely to be the most active contributors, but we welcome submission of articles from the broad range of interaction researchers. Published papers will normally involve the close analysis of naturally-occurring interaction. The journal is also open to theoretical essays, and to quantitative studies where these are tied closely to the results of naturalistic observation. Peer Review Policy: All articles have undergone anonymous double-blind review. Publication office: Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.