1、该刊只有国际刊号。

2、投稿方式：在线投稿。

3、官网网址：

https://benjamins.com/catalog/ltyl

（主办单位官网信息）

4、投稿系统：

https://www.editorialmanager.com/ltyl

5、主办单位官网：

https://screle.shisu.edu.cn/LanguageTeachingforYoungLearners/list.htm

6、官网邮箱：screle.ltyl@outlook.com

7、出刊日期：半年刊，一年出版2期。

2025年12月10日星期三

Submission guidelines

【官网信息】

Authors

wishing to submit articles for publication in Language Teaching for

Young Learners are requested to do so through the journal’s online

submission and manuscript tracking site. If you are not able to submit

online, please contact the associate editor at: screle.ltyl at

outlook.com

1. Peer review

Manuscripts

submitted to Language Teaching for Young Learners will undergo

double-blind peer review and will be evaluated based on their

originality, methodological rigor, significance of findings, and quality

of presentation. Manuscripts submitted to the journal should not be

previously published or under consideration for publication elsewhere.

2. Authorship

Authors

should decide the list and order of authors before submitting their

manuscript. Any changes of author names should only be made when the

manuscript has been accepted and only if approved by the journal

Editors.

3. Language

All

submissions to Language Teaching for Young Learners should be written

in English. Either American English or British English can be used, but

the spelling style should be consistent throughout the paper. If the

manuscript is not written by a native speaker, it is advisable to have

the paper proofread by a native-like speaker prior to submission.

4. Format

All

submissions to Language Teaching for Young Learners should conform to

the requirements of the Publication Manual of the American Psychological

Association (7th ed.), which can be ordered online. Submissions that do

not follow the APA style or that do not fall within the scope of

Language Teaching for Young Learners will be returned to authors without

review.

5. Article types and lengths

The journal invites submissions in six categories:

Survey articles

Survey

articles provide researchers, teacher educators, and school teachers

with up-to-date information on research concerning the teaching of

second/foreign languages in state and private schools throughout the

world. Survey articles should be no more than 10,000 words.

Original research articles

Original

research articles report empirical studies relating to the teaching and

assessment of second/foreign languages for young learners. The journal

also welcomes research articles on in-service and pre-service

preparation courses for teachers of young learners. Original research

articles should not be longer than 8,000 words.

Practitioner research articles

Practitioner

research articles report studies carried out by teachers investigating

their own teaching in their own classrooms. The maximum length for

practitioner research articles is 4,000 words.

Brief reports

Brief

reports present descriptions of teacher-education programmes,

innovation projects, and small-scale research studies. Brief reports

should be no longer than 3,000 words.

Book reviews

This

section reviews published materials (e.g. textbooks, teacher education

materials, etc.) that have been designed for educating young second /

foreign language learners. The word limit for book reviews is 1,500

words. See also the Book review guidelines.

Interviews

From

time to time the journal will publish interviews with leading scholars

and experienced teachers of young language learners. The purpose of the

interviews is to provide a more subjective view of what is means to

research and teach young learners.

Proposals

for an interview should first be sent to the editors of the journal who

will decide whether the interview should proceed. The proposal should

include a rationale for the choice of the person to be interviewed along

with the questions that will shape the interview.

Word limits should be adhered to closely; tables, references, notes, and appendices should be included in the word counts.

6. Title page

Title. Concise and informative. Avoid abbreviations and formulae where possible.

Author

names and affiliations. Present the authors’ affiliation addresses

below each author’s name. Provide the full postal address of each

affiliation, including the country name and, if available, the e-mail

address of each author.

Corresponding

author. Clearly indicate who will handle correspondence at all stages

of refereeing, publication, and post-publication.

7. Abstract

The abstract for all kinds of the articles should be no more than 200 words.

8. Key words

All submissions should include four to six keywords that can be used for indexing purposes.

9. Presentation

All submissions should be presented in Times New Roman, 12-point font. Please include page numbers in the manuscript.

10. Sections and Section Headings

Papers

should be reasonably divided into sections and, if appropriate,

subsections. The headings of these subsections should be numbered in

accordance with the Publication Manual of the American Psychological

Association (7th ed.). Authors are advised not to use more than three

levels of headings.

11. Tables, Figures, and Other Graphics

In

the initial submission, authors should place tables, figures, and other

graphics within the paper in the desired location. However, authors

should be prepared to submit original artwork files separately upon

final acceptance of their article. All tables and figures should be

numbered consecutively and include a caption that is in accordance with

the format described in the Publication Manual of the American

Psychological Association (7th ed.).

12. In-text citations

In-text

citations list should follow guidelines provided by the American

Psychological Association (7th edition). A few examples follow; please

consult the APA manual for full details.

Direct quotations

Use double quotes for shorter quotations. Any quotations within the main quote should use single quotes.

Examples:

Interpreting

these results, Robbins et al. (2003) suggested that the “therapists in

dropout cases may have inadvertently validated parental negativity about

the adolescent without adequately responding to the adolescent’s needs

or concerns” (p. 541), contributing to an overall climate of negativity.

Confusing

this issue is the overlapping nature of roles in palliative care,

whereby “medical needs are met by those in the medical disciplines;

nonmedical needs may be addressed by anyone on the team” (Csikai &

Chaitin, 2006, p. 112).

If

the quotation comprises 40 or more words, display it in a freestanding

block of text and omit the quotation marks. Start such a block quotation

on a new line and indent the block about a half inch from the left

margin (in the same position as a new paragraph).

Example:

Others have contradicted this view:

Co-presence

does not ensure intimate interaction among all group members. Consider

large-scale social gatherings in which hundreds or thousands of people

gather in a location to perform a ritual or celebrate an event.

(Purcell, 1997, pp. 111–112)

Indirect quotation/paraphrasing/summarizing

Example:

Classroom

studies by Ellis (1984), Myles et al. (1998, 1999) and Myles (2004)

demonstrate that learners often internalize rote-learned material as

chunks, breaking them down for analysis later on.

Citations from a secondary source

Example:

1)

Gould’s (1981) research “raises fundamental doubts as to whether we can

continue to think of intelligence as unidimensional” (as cited in Cohen

& Lotan, 2014, pp. 151-152).

2) Intelligence cannot be believed to consist of one single entity any more (Gould, 1981, as cited in Cohen & Lotan, 2014).

Citing one work by multiple authors

When

a work has two authors, cite both names every time the reference occurs

in text. When a work has three, four, or five authors, cite all authors

the first time the reference occurs; in subsequent citations, include

only the surname of the first author followed by et al. (not italicized

and with a period after al) and the year if it is the first citation of

the reference within a paragraph.

When

a work has six or more authors, cite only the surname of the first

author followed by et al. (not italicized and with a period after al)

and the year for the first and subsequent citations.

Example:

Kisangau, Lyaruu, Hosea, and Joseph (2007) found [Use as first citation in text.]

Kisangau et al. (2007) found [Use as subsequent first citation per paragraph thereafter.]

13. Notes

Use

footnotes rather than endnotes. These should be numbered consecutively

throughout the paper and numbered in section headed Notes following the

conclusion or acknowledgements section.

14. Acknowledgements

In

order to maintain anonymity, acknowledgements, if any, should not be

included in the initial submission. Authors of accepted papers may

include a brief acknowledgements section in the final submission. The

Acknowledgements should follow the Conclusion section of the main

article.

15. Funding

Reference to any funding for the research reported in the article should be made as in this example:

This

work was supported by the National Institutes of Health [grant numbers

xxxx, yyyy]; the Bill & Melinda Gates Foundation, Seattle, WA [grant

number zzzz]; and the United States Institutes of Peace [grant number

aaaa].

16. References

To

ensure anonymity of the article, authors should include any references

to their own publications as ‘Author’ at the beginning of the list of

references. Authors should also ensure that ‘Author’ replaces any of the

authors’ own names for works cited in the article.

The

full reference list should follow guidelines provided by the American

Psychological Association (7th edition). A few examples follow; please

consult the APA manual for full details.

Journal article

Calvert,

M., & Sheen, Y. (2015). Task-based language learning and teaching:

An action-research study. Language Teaching Research, 19(2), 226-244.

Journal article, title translated into English, print version

Guimard,

P., & Florin, A. (2007). Les évaluations des enseignants en grande

section de maternelle sont-elles prédictives des difficultés de lecture

au cours préparatoire? [Are teacher ratings in kindergarten predictive

of reading difficulties in first grade?]. Approche Neuropsychologique

des Apprentissages chez l’Enphant, 19, 5–17.

In-press article posted in a preprint archive

Briscoe,

R. (in press). Egocentric spatial representation in action and

perception. Philosophy and Phenomenological Research. Retrieved from

http://cogprints.org/5780/1/ECSRAP.F07.pdf

Magazine article

Chamberlin,

J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing

worker well-being: Occupational health psychologists convene to share

their research on work, stress, and health. Monitor on Psychology,

39(5), 26–29.

Online magazine article

Clay,

R. (2008, June). Science vs. ideology: Psychologists fight back about

the misuse of research. Monitor on Psychology, 39(6). Retrieved from

http://www.apa.org/monitor/

Newspaper article

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4.

Online newspaper article

Brody, J. E. (2007, December 11). Mental reserves keep brains agile. The New York Times. Retrieved from http://www.nytimes.com

Special issue or section in a journal

Haney,

C., & Wiener, R. L. (Eds.). (2004). Capital punishment in the

United States [Special issue]. Psychology, Public Policy, and Law,

10(4).

Entire book, print version

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Shotton, M. A. (1989). Computer addiction? A study of computer dependency. London, England: Taylor & Francis.

Electronic version of print book

Shotton,

M. A. (1989). Computer addiction? A study of computer dependency [DX

Reader version]. Retrieved from

http://www.ebookstore.tandf.co.uk/html/index.asp

Book chapter, print version

Haybron,

D. M. (2008). Philosophy and the science of subjective well-being. In

M. Eid & R. J. Larsen (Eds.), The science of subjective well-being

(pp. 17–43). New York, NY: Guilford Press.

Reference book

VandenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC: American Psychological Association.

Corporate author, government report

U.S.

Department of Health and Human Services, National Institutes of Health,

National Heart, Lung, and Blood Institute. (2003). Managing asthma: A

guide for schools (NIH Publication No. 02-2650). Retrieved from

http://www.nhlbi.nih.gov/health/prof/lung/asthma/asth_sch.pdf

Symposium contribution

Muellbauer,

J. (2007, September). Housing, credit, and consumer expenditure. In S.

C. Ludvigson (Chair), Housing and consumer behavior. Symposium conducted

at the meeting of the Federal Reserve Bank of Kansas City, Jackson

Hole, WY.

Unpublished doctoral dissertation or master’s thesis

Author,

A. A. (1978). Title of doctoral dissertation or master’s thesis

(Unpublished doctoral dissertation or master’s thesis). Name of

Institution, Location.

Unpublished and Informally Published Works

Author,

A. A. (Year). Title of manuscript. Unpublished manuscript [or

“Manuscript submitted for publication,” or “Manuscript in preparation”].

17. Appendices

One or more appendix sections may be included after the references section.

18. Copyright permission.

It is the responsibility of the author to obtain permission to reproduce any material that has been previously published.

The

editors of Language Teaching for Young Learners reserve the right to

make editorial changes in any manuscript accepted for publication to

ensure clarity, conciseness, or style. The author will be consulted only

if the editing has been substantial.