Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-20T05:38:38.446Z Has data issue: false hasContentIssue false

Research on language learning and teaching: 1997-98

Published online by Cambridge University Press:  12 June 2009

Richard Johnstone
Affiliation:
Scottish Centre for Information on Language Teaching and Research, University of Stirling

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Survey Article
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alderson, C., Clapham, C. & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1, 2, 93121.CrossRefGoogle Scholar
Allison, D. (1998). Investigating learners’ course diaries: their explorations of language. Language Teaching Research, 2, 1, 2447.CrossRefGoogle Scholar
Anton, M. & Dicamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54, 3, 314–42.CrossRefGoogle Scholar
Antonek, J. L., McCormick, D. E. & Donato, R. (1997). The Modern Language Journal, 81, 1, 1527.CrossRefGoogle Scholar
Bardovi-Harlig, K. & Dörnyei, Z. (1998). Do language learners recognize pragmatic isolations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 2, 233–62.CrossRefGoogle Scholar
Beauvois, M. H. (1998). Conversations in slow motion: computer-mediated communication in the foreign language classroom. The Canadian Modern Language Review, 54, 2, 198217.CrossRefGoogle Scholar
Berne, J. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 31, 2, 169–90.CrossRefGoogle Scholar
Berry, R. (1997). Teachers' awareness of learners' knowledge: the use of metalinguistic terminology. Language Awareness, 6, 213, 136–46.CrossRefGoogle Scholar
Bllash, O. (1998). Planning for writing instruction in a middle-years immersion/partial immersion setting. Foreign Language Annals, 31, 2, 159–68.CrossRefGoogle Scholar
Blyth, C. (1997). A constructivist approach to grammar: teaching teachers to teach aspect. The Modern Language Journal, 81, 1, 5066.CrossRefGoogle Scholar
Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A. & Taeschner, T. (1998). Foreign languages in primary and preschool education. Context and outcomes. A review of recent research within the European Union. London: CILT.Google Scholar
Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25, 1, 3954.CrossRefGoogle Scholar
Brooks, F. B., Donato, R. & McGlone, J. V. (1997). When are they going to say “it” right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30, 4, 524–41.CrossRefGoogle Scholar
Bull, S. (1997). Promoting effective learning strategy use in Call. Computer Assisted Language Learning, 10, 1, 339.CrossRefGoogle Scholar
Burden, R. & Williams, M. (1998). Language learners' perceptions of supportive classroom environments. Language Learning Journal, 17, 2932.CrossRefGoogle Scholar
Burton, J. (1997). Sustaining language teachers as researchers of their own practice. The Canadian Modern Language Review, 54, 1, 84109.CrossRefGoogle Scholar
Byram, M. (1997). ‘Cultural awareness’ as vocabulary learning. Language Learning Journal, 16, 5157.CrossRefGoogle Scholar
Cain, A., Briane, C. & Morgan, C. (1997). Role et limites del'alternance dans l'acquisition de competences linguistiques et culturelles en classe de langues. Etudes de linguistique appliquee, 108, 485–94.Google Scholar
Callaghan, M. (1998). An investigation into the causes of boys' underachievement in French. Language Learning Journal, 17, 27.CrossRefGoogle Scholar
Castellotti, V. & Moore, D. (1998). Alterner pour apprendre, alterner pour enseigner, de nouveaux enjeux pour la classe de langue. Etudes de linguistique appliquee, 108,389–92.Google Scholar
Causa, M. (1998). Maintien, transformation et disparition del'alternance codique dans le discours de l'enseignant. Du niveau debutant au niveau avance. Etudes de linguistique appliquee, 108, 457–65.Google Scholar
Chambers, G. (1997). The exchange vs. the media: the struggle for cultural awareness. Language Learning Journal, 16,5865.CrossRefGoogle Scholar
Chavez, C. L. (1997). Students take flight with Daedalus: learning Spanish in a networked classroom. Foreign Language Annals, 30,1, 2837.CrossRefGoogle Scholar
Chung, J. M. & Huang, S. C. (1998). The effects of three aural advance organisers for video viewing in foreign language classrooms. System, 26,4, 553–65.CrossRefGoogle Scholar
Clair, N. (1998). Teacher study groups: persistent questions in a promising approach. TESOL Quarterly, 32,3, 465–93.CrossRefGoogle Scholar
Crookes, G. (1997). What influences what and how second and foreign language teachers teach? The Modern Language Journal, 81,1, 6779.CrossRefGoogle Scholar
Davis, J. N. & Lyman-Hager, M. A. (1997). Computers and L2 reading: student performance and student attitudes. Foreign Language Annals, 30, 1, 5872.CrossRefGoogle Scholar
Dicamllla, F. & Anton, M. (1997). Repetition in the collaborative discourse of L2 learners: a Vygotskyan perspective. The Canadian Modern Language Review, 53, 4, 609–33.CrossRefGoogle Scholar
Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modem Language Journal, 78, 3, 273–84.CrossRefGoogle Scholar
Dornyei, Z. (1997). Psychological processes in co-operative language learning: group dynamics and motivation. The Modern Language Journal, 81, 4, 482–93.CrossRefGoogle Scholar
Dornyei, Z. & Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2, 3, 203–29.CrossRefGoogle Scholar
Dornyei, Z. & Scott, M. L. (1997). Communication strategies in a second language: definitions and taxonomies. Language Learning, 47, 1, 173210.CrossRefGoogle Scholar
Doyé, P. (1997). Bilinguale Grundschulen. Zeitschrift fur Fremdsprachenforschung, 8, 2, 161–96.Google Scholar
Duquette, L., Renié, D. & Laurier, M. (1998). The evaluation of vocabulary acquisition when learning French as second language in a multimedia environment. Computer Assisted Language Learning, 11, 1, 334.CrossRefGoogle Scholar
Ellis, R. (1997). SLA and languge pedagogy: an educational perspective. Studies in Second Language Acquisition, 19, 6992.CrossRefGoogle Scholar
Ellis, R. & Heimbach, R. (1997). Bugs and birds: children's acquisition of second language vocabulary through interaction. System, 25, 2, 247–59.CrossRefGoogle Scholar
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 2, 315–39.CrossRefGoogle Scholar
Finkbeiner, C. (1997). Zur aflektiven and kognitiven Dimension beim Lesen: Bericht von einer Untersuchung zum Zusammenwirken von Interessen and Lernstrategien. Zeitschrift fur Fremdsprachenforschung, 8, 197212.Google Scholar
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81, 3, 285300.CrossRefGoogle Scholar
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1, 123.CrossRefGoogle Scholar
Eraser, B. J. (1987). Classroom environment. London: Groom Helm.Google Scholar
Gass, S., Mackey, A. & Pica, T. (1998). The role of input and interaction in second language acquisition. Introduction to the special issue. The Modern Language Journal, 82, 3, 299305.CrossRefGoogle Scholar
Gearon, M. (1998). L'alternance entre l'anglais et le francais chez les professeurs de francais langue etrangere en Australie. Etudes de linguistique appliquee, 108, 464–74.Google Scholar
Goh, C. C. M. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2, 2, 124–47.CrossRefGoogle Scholar
Grainger, P. R. (1997). Language-learning strategies for learners of Japanese: investigating ethnicity. Foreign Language Annals, 30, 3, 378–85.CrossRefGoogle Scholar
Grenfell, M. & Harris, V. (1998). Learner strategies and the advanced language learner: problems and processes. Language Learning Journal, 17, 2328.CrossRefGoogle Scholar
Hancock, M. (1997). Behind classroom code-switching: layering and language choice in L2 learner interaction. TESOL Quarterly, 31, 2, 217–35.CrossRefGoogle Scholar
Harjley, B. & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379400.CrossRefGoogle Scholar
Harris, V. (1998). Making boys make progress. Language Learning Journal, 18, 5662.CrossRefGoogle Scholar
Herron, C., Cole, S., York, H. & Linden, P. (1998). A comparison of student retention of foreign language video: declarative versus interrogative advance organizer. The Modern Language Journal, 82, 2, 237–47.CrossRefGoogle Scholar
Holtzer, G. (1997). Conduites et strategies dans l'apprentissage a distance d'une langue etrangere. Le Francais dans le Monde, special issue (July 1997), 105–15.Google Scholar
Holyoak, S. & Piper, A. (1997). Talking to second-language writers: using interview data to investigate constructive rhetoric. Language Teaching Research, 1, 2, 122–48.CrossRefGoogle Scholar
Hong, W. (1997). Multimedia computer-assisted reading in Business Chinese. Foreign Language Annals, 30, 3, 335–44.CrossRefGoogle Scholar
Jones, M. A., Kitetu, C. & Sunderland, J. (1997). Discourse roles, gender and language textbook dialogues: who learns what from John and Sally? Gender and Education, 9, 4, 469–90.CrossRefGoogle Scholar
Kenning, M. M. (1998). The joint languages model and GCSE results. Language Learning Journal, 18, 913.CrossRefGoogle Scholar
Kinginger, C. (1998). Videoconferencing as access to spoken French. The Modern Language Journal, 82, 4, 502–13.CrossRefGoogle Scholar
Kitajima, R. (1997). Referential strategy training for second language reading comprehension of Japanese texts. Foreign Language Annals, 30, 1, 8497.CrossRefGoogle Scholar
Kolb, D. (1984). Experiential Learning: experience as a source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28, 2748.CrossRefGoogle Scholar
Lauterborn, W. (1997). Using multimedia to teach business Spanish. Journal of Language for International Business, 8, 1, 3240.Google Scholar
Le Blanc, L. B. & Lally, C. G. (1998). A comparison of instructor-mediated versus student-mediated explicit language instruction in the communicative classroom. The French Review, 71, 5, 734–46.Google Scholar
Lee, J., Cadierno, T., Gass, W. R. & Vanpatten, B. (1997). The effects of lexical and grammatical cues in processing past temporal reference in second language input. Applied Language Learning, 8, 1, 123.Google Scholar
Lee, J. W. & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: a test of the threshold hypothesis in an EFL con-text. TESOL Quarterly, 31, 4, 713–39.CrossRefGoogle Scholar
Leow, R. (1997). Attention, awareness and foreign language behaviour. Language Learning, 47, 3, 467505.CrossRefGoogle Scholar
Liskin-Gasparro, J. E. (1998). Linguistic development in an immersion context: how advanced learners of Spanish perceive SLA. The Modern Language Journal, 82, 2, 159–75.CrossRefGoogle Scholar
Long, M., Inagaki, S. & Ortega, L. (1998). The role of implicitnegative feedback in SLA: models and recasts in Japanese and Spanish. The Modern Language Journal, 82, 3, 357–71.CrossRefGoogle Scholar
Lyster, R. (1998). Recasts, repetition and ambiguity in L2 class-room discourse. Studies in Second Language Acquisition, 20, 5181.CrossRefGoogle Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 3766.CrossRefGoogle Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: recasts, responses, and red her-rings? The Modern Language Journal, 82, 3, 338–56.CrossRefGoogle Scholar
Manley, J. H. & Calk, L. (1997). Grammar instruction for writing skills: do students perceive grammar as useful? Foreign Language Annals, 30, 1, 7383.CrossRefGoogle Scholar
Markee, N. (1997). Second language acquisition research: a resource for changing teachers’ professional cultures? The Modern Language Journal, 81, 1, 8093.CrossRefGoogle Scholar
Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 1, 91102.CrossRefGoogle Scholar
Masters Salomone, A. (1997). How to avoid language break-down? Circumlocution! Foreign Language Annals, 30, 4, 473–84.CrossRefGoogle Scholar
McPake, J., Johnstone, R., Low, L. & Lyall, L. (1998). Foreign languages in the upper secondary school: a study of the causes of decline. Edinburgh: SCRE.Google Scholar
Meara, P., Lightbown, P. & Halter, R. H. (1997). Classrooms as lexical environments. Language Teaching Research, 1, 1, 2847.CrossRefGoogle Scholar
Mehnert, U. (1998). The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition, 20, 83108.CrossRefGoogle Scholar
Metcalfe, P., Laurillard, D. & Mason, R. (1998). It's just a word: pupils' perceptions of verb form and function. Language Learningjournal, 17, 1420.Google Scholar
Milton, J. & Meara, P. (1998). Are the British really bad at languages? Language Learning journal, 18, 6876.CrossRefGoogle Scholar
Mitchell, R. & Martin, C. (1997). Rote learning, creativity and ‘understanding’ in classroom foreign language teaching. Language Teaching Research, 1, 1, 127.CrossRefGoogle Scholar
Myles, E.Hooper, J. & Mitchell, R. (1998). Role or rule? Exploring the role of formulaic language in classroom foreign language learning. Language Learning, 48, 3, 323–63.CrossRefGoogle Scholar
Nagata, N. (1997). The effectiveness of computer-assisted metalinguistic instruction: a case study in Japanese. Foreign Language Annals, 30, 2, 187200.CrossRefGoogle Scholar
Nam, C. & Oxford, R. (1998). Portrait of a future teacher: case study of learning styles, strategies and learning disabilities. System, 26, 1, 5164.CrossRefGoogle Scholar
Nolo, G., Haudeck, H. & Schnaitmann, G. W. (1997). Die Rolle von Lernstrategien im Fremdsprachenunterricht. Zeitsdirift für Fremdsprachenforschung, 8, 2750.Google Scholar
Noonan, B., Colleaux, J. & Yackulic, R. A. (1997). Two approaches to beginning reading in early French immersion. The Canadian Modern Language Review, 53, 4, 729–42.CrossRefGoogle Scholar
Nyikos, Z. & Hashimoto, R. (1997). Constructivist theory applied to collaborative learning in teacher education: in search of ZPD. The Modern Language Journal, 81, 4, 506–17.CrossRefGoogle Scholar
Overfield, D. M. (1997). From the margins to the mainstream: foreign-language education and community-based learning. Foreign Language Annals, 30, 4, 485–91.CrossRefGoogle Scholar
Oxford, R. (1990). Language learning strategies. What every teacher should know. New York: Newbury House.Google Scholar
Oxford, R. & Cohen, A. (1992). Language learning strategies: crucial issues of concept and classification. Applied Language Learning, 3, 135.Google Scholar
Park, G. P. (1997). Language learning strategies and English proficiency in Korean students. Foreign language Annals, 30, 2, 214–21.CrossRefGoogle Scholar
Pelzer-Karpf, A. & Zangl, R. (1997). Vier jahre Vienna Bilingual Schooling. Eine Langzeitstudie. Wien: Bundesministerium fur Unterricht und kulturelle Angelegenheiten.Google Scholar
Pica, T. (1997). Second language teaching and research relationships: a North American view. Language Teaching Research, 1, 1, 4872.CrossRefGoogle Scholar
Place, J. D. (1997). ‘Boys will be boys’: boys and underachievement in MFL. Language Learningjournal, 16, 310.Google Scholar
Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47, 1, 101–43.CrossRefGoogle Scholar
Raptis, H. (1997). Is second language reading vocabulary best learned by reading? The Canadian Modern Language Review, 53, 3, 566–80.CrossRefGoogle Scholar
Robinson, P. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions. Studies in Second Language Acquisition, 19, 223–47.CrossRefGoogle Scholar
Scarcella, R. & Zimmerman, C. (1998). Academic words and gender. ESL student performance on a test of academic lexicon. Studies in Second Language Acquisition, 20, 2749.CrossRefGoogle Scholar
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 11, 129–58.Google Scholar
Schmitt, N. & Meara, P. (1997). Researching vocabulary through a word knowledge framework. Word associations and verbal suffixes. Studies in Second Language Acquisition, 19, 1736.CrossRefGoogle Scholar
Sunderland, J. (1998). Girls being quiet: a problem for foreign language classrooms? Language Teaching Research, 2, 1, 4882.CrossRefGoogle Scholar
Takahashi, E. (1998). Language development in social interaction: a longitudinal study of a Japanese FLES program from a Vygotskyan approach. Foreign Language Annals, 31, 3, 392406.CrossRefGoogle Scholar
Tinkham, T. (1993). The effect of semantic clustering on the learning of second language vocabulary. System, 21, 3, 371–80.CrossRefGoogle Scholar
Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13, 2, 136–63.CrossRefGoogle Scholar
Traphagan, T. W. (1997). Interviews with Japanese FLES students: descriptive analysis. Foreign Language Annals, 30, 1, 98110.CrossRefGoogle Scholar
Truscott, J. (1998). Noticing in second language acquisition: a critical review. Second Language Research, 14, 2, 103–35.CrossRefGoogle Scholar
Tsui, A.B. & Fullilove, J. (1998). Bottom-up or top-down processing as a discriminator of L2 listening performance? Applied Linguistics, 19, 4, 432–51.CrossRefGoogle Scholar
Vandergrift, L. (1997). The Cinderella of communication strategies. Reception strategies in interactive listening. The Modern Language Journal, 81, 4, 494505.CrossRefGoogle Scholar
Van Hell, J. G. & Candia Mahn, A. (1997). Keyword mnemonics versus rote rehearsal: learning concrete and abstract foreign words by experienced and inexperienced learners. Language Learning, 47, 3, 507–46.CrossRefGoogle Scholar
Vanpatten, W. (1997). How is language teaching constructed? Introduction to the special issue. The Modern Language Journal, 81, 1, 15.CrossRefGoogle Scholar
Vanpatten, W. & Cadierno, T. (1993). Input processing and second language acquisition: a role for instruction. The Modem Language Journal, 77, 1, 4557.CrossRefGoogle Scholar
Villamil, O. S. & De Guerrero, M. C. M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19, 4, 491514.CrossRefGoogle Scholar
Vogely, A. (1998). Listening comprehension anxiety: students' reported sources and solutions. Foreign Language Annals, 31, 1, 6780.CrossRefGoogle Scholar
Waring, R. (1997). The negative effects of learning words in semantic sets: a replication. System, 25, 2, 261–74.CrossRefGoogle Scholar
Warschauer, M. (1997). Computer-mediated collaborative learning: theory and practice. The Modern Language Journal, 81, 4, 470–81.Google Scholar
Watanabe, Y. (1997). Input, intake and retention. Effects of increasing processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19, 287307.CrossRefGoogle Scholar
Wells, G. (1998). Using L1 to master L2: a response to Anton and Dicamilla's ‘Socio-cognitive functions of L1 collaborative interaction in the L2 classroom’. The canadian Modern Language Review, 54, 3, 343–53.CrossRefGoogle Scholar
Young, D. J. & Oxford, R. (1997). A gender-related analysis of strategies used to process written input in the native language and a foregin language. Applied Language Learning, 8, 1, 4373.Google Scholar
Zhao, Y. (1997). The effects of listeners'control of speech rate second language comprehension. Applied Linguistics, 18, 1, 4968.CrossRefGoogle Scholar
Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study, TESOL Quarterly, 31, 1, 121–40.CrossRefGoogle Scholar