Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-28T10:23:26.842Z Has data issue: false hasContentIssue false
  • English
  • Français

Research into Communicative Language Teaching

Published online by Cambridge University Press:  19 November 2008

Rosamond Mitchell
Get access Rights & Permissions [Opens in a new window]

Extract

The problems of research into communicative language teaching are a special case of the problems facing research into any kind of foreign language pedagogy. They also overlap to a considerable degree with those facing any research in teaching, regardless of subject matter. This article reviews a range of research approaches which have been, or might be, used in researching various dimensions of communicative language teaching. It draws on the general literature on educational research methods to some extent, and on the general language pedagogy research literature, as well as on the growing body of research literature on communicative language teaching. This is not an exhaustive survey, however; instead, a limited number of studies are chosen for discussion so as to exemplify the major research problems and approaches.

Type
Communicative Language Teaching
Information
Annual Review of Applied Linguistics , Volume 8 , March 1987 , pp. 109 - 125
Copyright
Copyright © Cambridge University Press 1987

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

UNANNOTATED BIBLIOGRAPHY

Allen, J. P. B. 1987. Review of A. P. R. Howatt 1984. A history of English language teaching. Oxford: Oxford University Press. System. 15. 1. 114–117.Google Scholar
Allwright, R. L. 1980. Turns, topics and tasks: Patterns of participation in language learning and teaching. In Larsen-Freeman, D. (ed.) Discourse analysis in second language research. Rowley, MA: Newbury House. 165–187.Google Scholar
Allwright, R. L. 1983. Classroom-centered research on language teaching and learning. TESOL quarterly. 17.2. 191–204.CrossRefGoogle Scholar
Bailey, K. M. 1983. Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In Seliger, H. W. and Long, M. H.. (eds.) Classroom oriented research in second language acquisition. Rowley, MA: Newbury House. 67–102.Google Scholar
Bailey, K. M. 1985. Classroom-centered research on language teaching and learning. In Celce-Murcia, M. (ed.) Beyond basics. Rowley, MA: Newbury House. 96–121.Google Scholar
Balet, S. 1985. Testing some current assumptions. ELT journal. 39. 3. 178–182.CrossRefGoogle Scholar
Beretta, A. 1987. Evaluation of a language teaching project in South India. Edinburgh: University of Edinburgh. ph. D. diss.Google Scholar
Beretta, A. and Davies, A.. 1985. Evaluation of the Bangalore project. ELT Journal. 39. 2. 121–127.CrossRefGoogle Scholar
Brock, C. 1986. The effects of referential questions on ESL classroom discourse. TESOL quarterly. 20. 1. 47–59.CrossRefGoogle Scholar
Brown, S. and McIntyre, D., n.d. Action research and curriculum innovation. Stirling, Scotland: University of Strling. Mimeo.Google Scholar
Buckby, M. et al. 1981. Graded objectives and tests for modern languages: An evaluation. London: Schools Council.Google Scholar
Carr, W. and Kemmis, S.. 1986. Becoming critical: Education, Knowledge and action research. Lewes, Sussex: Falmer Press.Google Scholar
Chaudron, C. 1985. Comprehension, comprehensibility, and learning in the second language classform. Studies in second language acquisition. 7. 2. 216–232.CrossRefGoogle Scholar
Chaudron, C. 1986. The interaction of quantitative and qualitative approaches to research: A view of the second language classroom. TESOL quarterly. 20. 4. 709–717.CrossRefGoogle Scholar
Chaudron, C. Forthcoming. Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.Google Scholar
Clark, J. L. 1987. Curriculum renewal in school foreign language learning. Oxford: Oxford University Press.Google Scholar
Croll, P. 1987. Systematic classroom observation. Lewes, Susex: Falmer Press.Google Scholar
Cronbach, L. J. 1982. Designing evaluations of educational and social programs. San Francisco: Jossey-Bass.Google Scholar
Dinsmore, D.. 1985. Waiting for Godot in the EFL classroom. ELT journal. 39. 4. 225–234.Google Scholar
Doughty, C. and Pica, T.. 1986. “Information gap” tasks: Do they facilitate second language acquisition? TESOL quarterly. 20. 2. 305–325.Google Scholar
Edmondson, W. J.. 1981. Spoken discourse: A model for analysis. Harlow: Longman.Google Scholar
Edmondson, W. J.. 1985. Discourse worlds in the classroom and in foreign language learning. Studies in second language acquisition. 7. 2. 159–168.Google Scholar
Ellis, R.. 1984. Classroom second language development. Oxford: Pergamon.Google Scholar
Faerch, C.. 1986. Rules of thumb and other teacher-formulated rules in the foreign language classroom. In Kasper, G. (ed.) Learning, teaching and communication in the foreign language classroom. Aarhus, Denmark: Aarhus University Press. 125–143.Google Scholar
FrÖhlich, M., Spada, N., and Allen, J. P. B.. 1985. Differences in teh communicative orientation of L2 classrooms. TESOL quarterly. 19. 1. 27–57.CrossRefGoogle Scholar
Gass, S. M. and Madden, C. G. (eds.) 1985. Input in second language acquisition. Rowley, MA: Newbury House.Google Scholar
Hamilton, D. and Delamont, S.. 1974. Classroom research: A cautionary tale? Research in education. 11. 1–15.Google Scholar
Hatch, E. and Farhady, H.. 1982. Research design and statistics for applied linguistics. Rowley, MA: Newbury House.Google Scholar
Howatt, A. P. R.. 1984. A history of English language teaching. Oxford: Oxford University PressGoogle Scholar
Kasper, G.. 1985. Repair in foreign language teaching. Studies in second language acquisition. 7. 2. 200–215.CrossRefGoogle Scholar
Kilborn, M., Kent, D., and Johnstone, R.. 1986. The school-based assessment of communication skills in foreign languages. Stirling, Scotland: University of stirling, Department of Education. Mimeo.Google Scholar
Krashen, S. D.. 1981. Second language acquisition and second language learning. Oxford: Pergamon.Google Scholar
Levinson, S. 1983. Pragmatics. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Long, M. H. 1980. Inside the ‘black box’: Methodological issues in classroom research on language learning. Language learning. 30. 1. 1–42.Google Scholar
Long, M. H.. 1981. Input, interaction and second language acquisition. In Winitz, H. (ed.) Native language and foreign language acquisition. New York: New York academy of sciences. 259–278. [Annals of the New York Academy of Science, 379.].Google Scholar
Long, M. H.. 1983a. Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied linguistics. 4. 2. 126–141.CrossRefGoogle Scholar
Long, M. H.. 1983b. Linguistic and conversational adjustments to non-native speakers. Studies in second language acquisition. 6. 2. 177–193.Google Scholar
Long, M. H. and Porter, P. A.. 1985. Group work, interlanguage talk, and second language acquisition. TESOL quarterly. 19. 2. 207–228.Google Scholar
Long, M. H., Porter, P. A. and Sato, C. J.. 1983. Classroom foreigner talk discourse: Forms and function of teachers' questions. In Seliger, H. W. and Long, M. H. (eds.) Classroom oriented research in second language acquisition. Rowley, MA: Newbury House, 268–285.Google Scholar
Lorscher, W. 1986. Conversational structures in the foreign language classroom. In Kasper, G. (ed.) Learning, teaching and communication in the foreign language classroom. Aarhus, Denmark: Aarhus University Press. 11–22.Google Scholar
Macdonald, B et al. ., 1982. Bread and dreams. Norwhich: Centre for Applied Research in Education, University of East Anglia. [CARE Occasional Publication, 12.]Google Scholar
Mehan, H. 1979. Learning lessons. Cambridge, MA: Harvard University Press.Google Scholar
Mitchell, R. 1983. The teacher's use of first language and foreign language as a means of communication in the foreign language classroom. In Brumfit, C. J. (ed.) Learning and teaching language for communication. London: Centre for Information on Language Teaching and Research. 41–58.Google Scholar
Mitchell, R.. 1985. Communicative interaction research project: Final report. Stirling, Scotland: University of Stirling, Department of Education.Google Scholar
Mitchell, R. and Johnstone, R.. 1986. The routinization of communicataive methodology. In Brumfit, C. J. (ed.) The practice of communicative teaching. Oxford: Pergamon. 123–143. [ELT Documents, 124.]Google Scholar
Mitchell, R. and Johnstone, R.. Forthcoming. Research on foreign language teaching at the University of Stirling. To appear in Clark, J. (ed.) Foreign language teaching: A scottish perspective. London: Centre for Information on Language Teaching and Research.Google Scholar
Mitchell, R., Johnstone, R., Parkinson, B., and Johnstone, R.. 1981. The foreign language classroom: An observational study. Stirling, scotland: University of Stirling, Department of Education. [Stirling Educational Monagraphs, 9.]Google Scholar
Mitchell, R., Johnstone, R., Parkinson, B., and Johnstone, R. et al. , 1987. Report of an independent evaluation of the western Isles' bilingual education project. Stirling, Scotland: University of Stirling, Department of Education.Google Scholar
Montgomery, C. and Eisenstein, M.. 1985. Real reality revisited: An experimental communicative course in ESL. TESOL quarterly. 19. 2. 317–334.Google Scholar
Moskowitz, G.. 1971. Interaction analysis--a new modern language for supervisors. Foreign language annals. 5. 2. 211–221.CrossRefGoogle Scholar
Nixon, J. 1981. A teacher's guide to action research. London: Heinemann.Google Scholar
Nunan, D. 1987. Communicative language teaching: Making it work. ELT journal. 41. 2. 136–145Google Scholar
Parkinson, B., Mitchell, R., and McIntyre, D.. 1982. An independent evaluation of ‘Tour de France.” Stirling, Scotland: University of Stirling, Department of Education. [Stirling Educational Monographs, 11]Google Scholar
Pica, T. and Doughty, C.. 1985. The role of group work in classroom second language acquisition. Studies in second language acquisition. 7. 2. 233–248.Google Scholar
Sinclair, J. McH. and Coulthard, M. 1975. Towards an analysis of discourse. Oxford: Oxford University Press.Google Scholar
Smith, P. D. 1970. A comparison of the cognitive and audiolingual approaches to foreign language instruction: The Pennsylvania Project. Philadelphia, PA: Center for curriculum Development.Google Scholar
Spada, N. M. 1987. Relationships between instructional differences and learning outcomes: A process-products study of communicative language teaching. Applied linguistics. 8. 2. 137–161.Google Scholar
Spindler, G. D. (ed.) 1982. Doing the ethnography of schooling. New York: CBS College publishing.Google Scholar
Ullmann, R. et al. , 1983. The York Region core French evaluation project: Final report. Toronto: Ontario Institute for Studies in Education.Google Scholar
Van Lier, L. Forthcoming. Second language classroom research. Harlow: Longman.Google Scholar
Wells, G. 1981. Learning through interaction. Cambridge: Cambridge University Press.Google Scholar