Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-25T09:13:46.611Z Has data issue: false hasContentIssue false
  • English
  • Français

Research on language learning and teaching: 1994

Published online by Cambridge University Press:  23 December 2008

Richard Johnstone
Richard Johnstone
Affiliation:
Scottish Centre for Information on Language Teaching and Research, University of Stirling
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Annual Review of Research
Information
Language Teaching , Volume 28 , Issue 3 , July 1995 , pp. 131 - 147
Copyright
Copyright © Cambridge University Press 1995

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

Adair-Hauck, B. & Donato, R. (1994). Foreign language explanations within the zone of proximal development. Canadian Modern Language Review, 50, 3, 532–57Google Scholar
Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 4, 463–83.CrossRefGoogle Scholar
Appel, G. & Lantolf, J. P. (1994). Speaking as mediation: a study of L1 and L2 text recall tasks. Modern Language Journal, 78, 4, 437–52.CrossRefGoogle Scholar
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50, 3, 507–31.CrossRefGoogle Scholar
Bialystock, E. (1994). Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition, 16, 2, 157–68.CrossRefGoogle Scholar
Block, D. (1994). A day in the life of a class: teacher/learner perceptions of task purpose in conflict. System, 22, 4, 473–86.CrossRefGoogle Scholar
Byram, M. (1994). Training for language teachers: views from elsewhere. Language Learning Journal, 10, 6–8.Google Scholar
Cadd, M. (1994). An attempt to reduce ethnocentrism in the foreign language classroom. Foreign Language Annals, 27, 2, 143–60.Google Scholar
Chambers, G. (1994). A snapshot in motivation at 10+, 13+ and 16+. Language Learning Journal, 9, 14–18.CrossRefGoogle Scholar
Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22, 1, 17–31.Google Scholar
Clement, R., Dornyei, Z. & Noels, K. A. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 3, 417–48.CrossRefGoogle Scholar
Clipperton, R. (1994). Explicit vocabulary instruction in French immersion. Canadian Modern Language Review, 50, 4, 736–49.CrossRefGoogle Scholar
Clowes, P. (1994). What are the language needs of industry? Language Learning Journal, 9, 22–5.CrossRefGoogle Scholar
De Guerrero, M. C. M. & Villamil, O. S. (1994). Social-cognitive dimensions of interaction in L2 peer revision. Modern Language Journal, 78, 4, 484–96.Google Scholar
Donato, R., Antonek, J. L. & Tucker, G. R. (1994). A multiple perspectives analysis of a Japanese FLES program. Foreign Language Annals, 27, 3, 365–78.CrossRefGoogle Scholar
Donato, R. & McCormick, D. (1994). A sociocultural perspective on language learning strategies: the role of mediation. Modern Language Journal, 78, 4, 453–64.Google Scholar
Dornyei, Z. (1994a). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 3, 273–84.CrossRefGoogle Scholar
Dornyei, Z. (1994b). Understanding L2 motivation: on with the challenge! Modern Language Journal, 78, 4, 515–23.Google Scholar
Edelenbos, P. & Suhre, C. J. M. (1994). A comparison of courses for English in primary education. Studies in Educational, 20, 513–34.Google Scholar
Ellis, R., Tanaka, Y. & Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 44, 3, 449–91.Google Scholar
Flewelling, J. L. (1994). The teaching of culture: guidelines from the National Core French Study of Canada. Foreign Language Annals, 27, 2, 135–42.Google Scholar
Gardner, R. C. & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 3, 359–68.Google Scholar
Garrett, P., Griffiths, Y.James, C. & Schofield, P. (1994). Use of the mother tongue in second language classrooms. Journal of Multilingual and Multicultural Development, 15, 5, 371–83.CrossRefGoogle Scholar
Gass, S. N. & Varonis, E. M. (1994). Input, interaction and second-language production. Studies in Second Language Acquisition, 16, 3, 283–302.CrossRefGoogle Scholar
Geva, E. & Clifton, S. (1994). The development of first and second language reading skills in early French immersion. Canadian Modern Language Review, 50, 4, 646–67.Google Scholar
Grenfell, M. & Harris, V. (1994). How do pupils learn? Part 2. Language Learning Journal, 8, 22–5 and 9, 7–11.CrossRefGoogle Scholar
Grenfell, M. & Harris, V. (1993). How do pupils learn? Part 1. Language Learning Journal, 8, 22–5.CrossRefGoogle Scholar
Gruneberg, M. & Sykes, R. (1994). Students' attitudes to their experience of school language teaching. Language Learning Journal, 9, 12–13.CrossRefGoogle Scholar
Haggstrom, M. (1994). Using a video-camera and task-based activities to make classroom oral testing a more realistic communicative experience. Foreign Language Annals, 27, 2, 161–75.CrossRefGoogle Scholar
Haisall, N. D. (1994). Attrition-retention of students in French immersion with particular emphasis on secondary school. Canadian Modern Language Review, 50, 2, 312–45.Google Scholar
Harley, B. (1994). After immersion: maintaining the momentum. Journal of Multilingual and Multicultural Development, 15, 2/3, 229–44.Google Scholar
Helfrich, H. (1994). Bilingualer Unterricht an Realschulen und Hauptschulen in Rheinland-Pfalz: Kontinuität und Innovation. Der Fremdsprachliche Unterricht, 1, 94, 22–6.Google Scholar
Herron, C. (1994). An investigation of the effectiveness of using an advance organiser to introduce video in the foreign language classroom. Modern Language Journal, 78, 2, 190–8.CrossRefGoogle Scholar
Hmi (1994). Modern Foreign Languages: Key Stage 3, First Year, 1992–93. Office of Her Majesty's Chief Inspector of Schools, London.Google Scholar
Johnstone, R. M. (1994a). Modern Languages at Primary School – Implications and Approaches. Edinburgh, Scottish Council for Research in Education.Google Scholar
Johnstone, R. M. (1994b). The impact of current developments to promote the Gaelic language. London: Centre for Information on Language Teaching and Research.Google Scholar
Jones, F. R. (1994). The lone language learner: a diary study. System, 22, 4, 441–54.Google Scholar
Jorge, J. R.Diary studies as illumination: case study in a Portuguese classroom. Language Learning Journal, 10, 64–5.CrossRefGoogle Scholar
Jung, O. H. & Erdmenger, M. (1994). Video: facilitating the foreign language learner's task. Der Fremdsprachliche Unterricht, 4, 94, 4–12.Google Scholar
Kenning, M-M. (1994a). Language preference and time allocation in the joint languages diversification model. Language Learning Journal, 9, 19–21.CrossRefGoogle Scholar
Kenning, M-M. (1994b). Foreign languages and special needs: implications for teacher support. British Journal of Special Education, 21, 4, 152–6.Google Scholar
Kern, R. G. (1994). The role of mental translation in second language reading. Studies in Second Language Acquisition, 16, 4, 441–60.CrossRefGoogle Scholar
Knight, S. (1994). Dictionary use while reading: the effects on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal, 78, 3, 287–99.Google Scholar
Knubb-Manninen, G. (1994). Processing habits and second language learning: students' self-evaluation of their learning. Language, Culture and Curriculum, 7, 2, 145–59.Google Scholar
Koda, K. (1994). Second language reading research: problems and possibilities. Applied Psycholinguistics, 15, 1, 1–28.Google Scholar
Kramsch, K. (1993). Context and culture in language teaching. Oxford: Oxford University Press.Google Scholar
Lantolf, J. P. (1994). Sociocultural theory and second language learning. Modern Language Journal, 78, 4, 418–20.CrossRefGoogle Scholar
Lapkin, S., Harxey, B. & Taylor, S. (1993). Research directions for core French in Canada. Canadian Modern Language Review, 49, 3, 476–513.CrossRefGoogle Scholar
Leblanc, R. (1990). A synthesis: the National Core French Study. Ottawa: Association Canadienne des Professeurs de Langues Secondes.Google Scholar
Legutke, M. (1994). Teachers as researchers and teacher trainers: an in-service project for German in the Pacific Northwest. Die Unterrichtspraxis/Teaching German, 1.Google Scholar
Loschky, L. (1994). Comprehensible input and second language acquisition: what is the relationship? Studies in Second Language Acquisition, 16, 3, 303–23.CrossRefGoogle Scholar
Loschky, L. (1989). The effects of negotiated interaction and premodified input on second language comprehension and retention. Unpublished master's thesis, University of Hawaii, Honolulu.Google Scholar
Lyster, R. (1994a). The effect of functional-analytic teaching on aspects of French-immersion students' sociolinguistic competence. Applied Linguistics, 15, 3, 263–87.CrossRefGoogle Scholar
Lyster, R. (1994b). La negotiation de la forme: stratégie analytique en classe d'immersion. Canadian Modern Language Review, 50, 3, 446–65.Google Scholar
Marrbott, A. S. (1994). An exploration of reading comprehension, oral reading errors and written errors by students labelled learning disabled. Foreign Language Annals, 27, 3, 293–324.Google Scholar
Macfarlane, A. & Wesche, M. B. (1994). Immersion outcomes: beyond language proficiency. Canadian Modern Language Review, 51, 2, 250–74.Google Scholar
Macintyre, P. (1994). Towards a social psychological model of strategy use. Foreign Language Annals, 27, 2, 185–95.Google Scholar
Macintyre, P. D. & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283–305.Google Scholar
Meara, P. (1994a). What should language graduates be able to do? Language Learning Journal, 9, 36–40.CrossRefGoogle Scholar
Meara, P. (1994b). The year abroad and its effects. Language Learning Journal, 10, 32–38.CrossRefGoogle Scholar
Mellor, J. & Trafford, J. (1994). National Curriculum in Modern Foreign Languages – the first year of implementation: the ALL survey. Language Learning Journal, 10, 2–5.Google Scholar
Morgan, C. (1994a). They think differently from us. Language Learning Journal, 9, 4–6.CrossRefGoogle Scholar
Morgan, C. (1994b). Creative writing in foreign language teaching. Language Learning Journal, 10, 44–7.CrossRefGoogle Scholar
Ollerenshaw, J. L. (1994). Learning Hindi as a taster language: a study of pupils' change in attitudes. Language Learning Journal, 10, 58–62.CrossRefGoogle Scholar
O'malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Oxford, R. L. & Scarcella, R. C. (1994). Second language vocabulary learning among adults: state of the art in vocabulary instruction. System, 22, 2, 231–43.CrossRefGoogle Scholar
Oxford, R. & Shearin, J. (1994). Language learning motivation: expanding the theoretical framework. Modern Language Journal, 78, 1, 12–28.CrossRefGoogle Scholar
Oxford, R., Lee, D. C., Snow, A. & Scarcella, R. C. (1994). Integrating the language skills. System, 22, 2, 257–68.Google Scholar
Peck, A. & Westgate, D. (eds). (1994). Language teaching in the mirror. Reflections on practice. London: Centre for Information on Language Teaching and Research.Google Scholar
Peters, K. (1994). Using laserdiscs in bilingual schooling. Der Fremdsprachliche Unterricht, 4, 32–5.Google Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes and outcomes? Language Learning, 44, 3, 493–527.CrossRefGoogle Scholar
Pica, T., Young, R. & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737–58.CrossRefGoogle Scholar
Platt, E. & Brooks, F. B. (1994). The ‘acquisition-rich environment’ revisited. Modern Language Journal, 78, 4, 497–511.Google Scholar
Redmond, M. L. (1994). The whole-language approach in the FLES classroom: adapting strategies to teach reading and writing. Foreign Language Annals, 27, 3, 428–44.CrossRefGoogle Scholar
Richards, J. & Lockhardt, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge Language Education, Cambridge University Press.Google Scholar
Rollmann, M. (1994). The communicative language teaching ‘revolution’ tested: a comparison of two classroom studies: 1976 and 1993. Foreign Language Annals, 27, 2, 221–39.CrossRefGoogle Scholar
Rowsell, L. V. & Libben, G. (1994). The sound of one hand clapping: how to succeed in independent learning. Canadian Modern Language Review, 50, 4, 668–87.Google Scholar
Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78, 2, 199–221.CrossRefGoogle Scholar
Samimy, K. K. & Rardin, J. P. (1994) Adult learners' affective reactions to community language learning: a descriptive study. Foreign Language Annals, 27, 3, 379–90.CrossRefGoogle Scholar
Scarcella, R. C. & Oxford, R. L. (1994). Second language pronunciation: state of the art in instruction. System, 22, 2, 221–30.Google Scholar
Schlick-Renner, M. & Truscott, S. (1994). Accelerated learning, suggestopaedia and the adult student. Language Learning Journal, 10, 52–4.Google Scholar
Schmid-Schonbein, G., Goetz, H. & Hoffknecht, V. (1994). Mehr oder anders? Konzepte, Modelle und Probleme des bilingualen Unterrichts. Der Fremdsprachliche Unterricht, 1, 6–11.Google Scholar
Schmidt-Rinehardt, B. C. (1994). The effects of topic familiarity on second language listening comprehension. Modern Language Journal, 78, 2, 179–89.Google Scholar
Scott, M. L. (1994). Auditory memory and perception in younger and older adult second language learners. Studies in Second Language Acquisition, 16, 263–81.Google Scholar
Sparks, R. & Ganschow, L. (1991). Foreign language learning differences: affective or native language aptitude differences? Modern Language Journal, 75, 3–16.Google Scholar
Szostek, C. (1994). Assessing the effects of cooperative learning in an honours foreign language classroom. Foreign Language Annals, 27, 2, 252–61.Google Scholar
Tardif, C. (1994). Classroom teacher talk in early immersion. Canadian Modern Language Review, 50, 3, 466–81.CrossRefGoogle Scholar
Weinert, R. (1994). Some effects of a foreign language classroom on the development of German negation. Applied Linguistics, 15, 1, 76–101.CrossRefGoogle Scholar
Whalen, K., De Bie, M., Morrison, L. & Beausoleil, D. (1994). Peer-pairing: the first steps of an enquiry into the processes of teaching and learning in the second language classroom. Canadian Modern Language Review, 50, 3, 558–82.CrossRefGoogle Scholar
Whittaker, M. (1994). Der bilinguale Vorbereitungsunterricht in der 5. und 6. Klasse – ein Praxisbericht. Der Fremdsprachliche Unterricht, 1, 94, 51–6.Google Scholar
Wildner-Bassett, M. E. (1994). The language discovery environment in the German classroom of the 21st century. Die Unterrichtspraxis, 1, 36–44.CrossRefGoogle Scholar
Yano, Y., Long, M. & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44, 2, 189–219.Google Scholar
Yule, G. & Powers, M. (1994). Investigating the communication outcomes of task-based instruction. System, 22, 1, 81–91.CrossRefGoogle Scholar