Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-27T19:28:41.213Z Has data issue: false hasContentIssue false
  • English
  • Français

Review of research on language teaching, learning and policy published in 2006

Published online by Cambridge University Press:  01 October 2008

Richard Johnstone
Richard Johnstone*
Affiliation:
University of Stirling, [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

My previous review (of 2004 and 2005 together) was delayed for reasons beyond my control and therefore could not appear as planned in the journal, but the publisher generously agreed to make it available on-line through their website, where it can be accessed (see Johnstone 2006). In the interim the journal has changed. The abstracts are no longer there, replaced by a range of different types of contribution. The absence of the abstracts might tempt the reader of the present review to read it in a somewhat different way from before by regarding what I have to say about each article as a kind of abstract. This would be a mistake, because I have never attempted to provide a balanced summary of any article. For a balanced summary, the reader should go to the abstract of the particular article itself, most of which are quite easy to find on-line. In discussing an article, my purpose is simply to select something which I find interesting and maybe reflects a trend.

Type
Annual Research Review
Information
Language Teaching , Volume 41 , Issue 4 , October 2008 , pp. 509 - 542
Copyright
Copyright © Cambridge University Press 2008

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

Agulló, G. L. (2006). Overcoming age-related differences. ELT Journal 60.4, 365–373.CrossRefGoogle Scholar
Allen, L. Q. (2006). Investigating culture through cooperative learning. Foreign Language Annals 39.1, 11–21.CrossRefGoogle Scholar
Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research 7.2, 113–141.CrossRefGoogle Scholar
Ammar, A. & Spada, N. (2006). One size fits all? Recasts, prompts and L2 learning. Studies in Second Language Acquisition 28, 543–574.CrossRefGoogle Scholar
Andrews, S. (2006). The evolution of teachers' language awareness. Language Awareness 15.1, 1–19.CrossRefGoogle Scholar
Bartram, B. (2006). Attitudes to language learning: A comparative study of peer-group influences. Language Learning Journal 33, 47–52.CrossRefGoogle Scholar
Birdsong, D. (2006). Age and second language processing: a selective overview. Language Learning 56, Supplement 1, 9–49.CrossRefGoogle Scholar
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research 10.1, 3–31.CrossRefGoogle Scholar
Cañado, M. L. P. (2006). The effects of explicit spelling instruction in the Spanish EFL classroom: Diagnosis, development and durability. Language Awareness 15.1, 20–37.CrossRefGoogle Scholar
Cao, Y. & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behaviour in whole class, group and dyadic interaction. System 34.4, 480–493.CrossRefGoogle Scholar
Carless, D. R. (2006). Collaborative EFL teaching in primary schools. ELT Journal 60.4, 328–335.CrossRefGoogle Scholar
Carpenter, H., Jeon, K-S., MacGregor, D. & Mackey, A. (2006). Learners' interpretations of recasts. Studies in Second Language Acquisition 28, 209–236.CrossRefGoogle Scholar
Chang, A. C-S. & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2, 375–397.CrossRefGoogle Scholar
Creese, A., Bhatt, A., Bhojani, N. & Martin, P. (2006). Multicultural heritage and learner identities in complementary schools. Language & Education 20.1, 23–43.CrossRefGoogle Scholar
Dalton-Puffer, C. & Nikula, T. (2006). Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics 27.2, 241–267.CrossRefGoogle Scholar
Ellis, N. C. (2006). Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking and perceptual learning. Applied Linguistics 27.2, 164–194.CrossRefGoogle Scholar
Ellis, N. C. & Larsen-Freeman, D. (2006). Language emergence: Implications for Applied Linguistics – Introduction to the Special Issue. Applied Linguistics 27.4, 558–589.CrossRefGoogle Scholar
Ellis, R. (2006). Modelling learning difficulty in second language proficiency: the differential contributions of implicit and explicit knowledge. Applied Linguistics 27.3, 431–463.CrossRefGoogle Scholar
Ellis, R., Loewen, S. & Erlam, R. (2006). Implicit and explicit feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition 28, 339–368.CrossRefGoogle Scholar
Ellis, R. & Sheen, Y. (2006). Reexamining the role of recasts ion second language acquisition. Studies in Second Language Acquisition 28, 575–600.CrossRefGoogle Scholar
Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics 27.3, 464–491.CrossRefGoogle Scholar
Espada, A. B. C., Garcia, M. R.., Fuentes, A. C. & Dominguez, E. M. (2006). Developing adaptive systems at early stages of children's foreign language development. ReCALL 18.1, 45–62.CrossRefGoogle Scholar
Farrell, T. S. C. & Mallard, G.. (2006). The use of reception strategies by learners of French as foreign language. The Modern Language Journal 90.3, 338–352.CrossRefGoogle Scholar
Fidler, S. (2006). Awakening to languages in primary school. ELT Journal 60.4, 346–354.CrossRefGoogle Scholar
Finkbeiner, C., Ludwig, P. H., Wilden, E. & Knierheim, M. (2006). Bericht über ein DFG-Forschungsprojekt zur Förderung von Lernstrategien im Englishunterricht [Report on a DFG research project on the promotion of learning strategies in English instruction]. Zeitschrift für Fremdsprachenforschung 17.2, 257–274.Google Scholar
Fitzpatrick, T. & Wray, A. (2006). Breaking up is not so hard to do: Individual differences in L2 memorisation. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 63.1, 35–57.CrossRefGoogle Scholar
Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2, 273–294.CrossRefGoogle Scholar
Fritze, M. (2006). Discourse and participation in ESL face-to-face and written electronic conferences. Language Learning & Technology 10.1, 67–86.Google Scholar
Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal 60.3, 222–232.CrossRefGoogle Scholar
Golonka, E. (2006). Predictors revised: Linguistic knowledge and metalinguistic awareness in second language gain in Russian. The Modern Language Journal 90.4, 496–505.CrossRefGoogle Scholar
Graham, S. (2006)a. A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals 39.2, 296–309.CrossRefGoogle Scholar
Graham, S. (2006)b. Listening comprehension: The learners' perspective. System 34.2, 165–182.CrossRefGoogle Scholar
Griffiths, C. (2006). Strategy development and progress in language learning. Prospect 21.3, 58–73.Google Scholar
Hall, J. K., Cheng, A. & Carlson, M. T. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics 27.2, 220–240.CrossRefGoogle Scholar
Harada, T. (2006). The acquisition of single and germinate stops by English-speaking schoolchildren in a Japanese immersion program. Studies in Second Language Acquisition 28, 601–632.CrossRefGoogle Scholar
Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P. & Woodhead, E. (2006). The role of acquisition and learning in young children's bilingual development: A sociocultural interpretation. International Journal of Bilingual Education & Bilingualism 9.3, 295–309.CrossRefGoogle Scholar
Hinger, B. (2006). The distribution of instructional time and its effect on group cohesion in the foreign language classroom: A comparison of intensive and standard format courses. System 34.1, 97–118.CrossRefGoogle Scholar
Ikeda, M. & Takeuchi, O. (2006). Clarifying the differences in learning EFL reading strategies: An analysis of performance. System 34.3, 384–398.CrossRefGoogle Scholar
In'nami, Y. (2006). The effects of test anxiety on listening test performance. System 34.3, 317–340.CrossRefGoogle Scholar
James, M. A. (2006). Teaching for transfer in ELT. ELT Journal 60.2, 152–159.CrossRefGoogle Scholar
Johnson, K. & Jackson, S. (2006). Comparing language teaching with other skill teaching: Has the language teacher anything to learn? System 34.4, 532–546.CrossRefGoogle Scholar
Johnstone, R. (2006). Biennial Research Review: Review of research on language teaching, learning and policy published in 2004 and 2005. Language Teaching 39.4, 27 pp. <http://journals.cambridge.org/action/displayIssue?jid=LTA&volumeId=39&issueId=04>CrossRefGoogle Scholar
Jones, R., Garralda, A., Li, D. C. S. & Lock, G. (2006). Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing 15.1, 1–23.CrossRefGoogle Scholar
Kissau, S. (2006). Gender differences in motivation to learn French. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 63.3, 401–422.CrossRefGoogle Scholar
Lafontaine, M. (2006). L'utilisation de stratégies d'apprentissage en fonction de la compétence chez des adolescents apprenant l'anglais langue seconde [The use of learning strategies as a function of competence among adolescents learning English as second language]. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 62.4, 533–562.Google Scholar
Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral production of five Chinese learners of English. Applied Linguistics 27.4, 590–619.CrossRefGoogle Scholar
Li, N. (2006). Researching and experiencing motivation: A plea for ‘balanced research’. Language Teaching Research 10.4, 437–456.CrossRefGoogle Scholar
Liaw, M-L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology 10.3, 49–64.Google Scholar
Lin, H., Chen, T. & Dwyer, F. M. (2006). Effects of static visuals and computer-generated animations in facilitating immediate and delayed achievement in the EFL classroom. Foreign Language Annals 39.2, 203–219.CrossRefGoogle Scholar
Lyster, R. & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28, 269–300.CrossRefGoogle Scholar
Macaro, E. (2006). Strategies for language learning and language use: Revising the theoretical framework. The Modern Language Journal 90.3, 320–337.CrossRefGoogle Scholar
Mackey, A. (2006). Epilogue. From introspections, brain scans and memory tests to the role of social context: Advancing research on interaction and learning. Studies in Second Language Acquisition 28, 369–379.CrossRefGoogle Scholar
Mackey, A. & Gass, S. (2006). Introduction. Studies in Second Language Acquisition 28, 169–178.CrossRefGoogle Scholar
Marsden, E. (2006). Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched output. Language Learning 56.3, 507–566.CrossRefGoogle Scholar
Martin, P., Bhatt, A., Bhajani, N. & Creese, A. (2006). Managing bilingual interaction in a Gujurati complementary school in Leicester. Language & Education 20.1, 5–22.CrossRefGoogle Scholar
Mills, N., Pajares, F. & Herron, C. (2006). A re-evaluation of the role of anxiety: Self-efficacy, anxiety and their relation to reading and listening proficiency. Foreign Language Annals 39.2, 276–295.CrossRefGoogle Scholar
Morgan-Short, K. & Bowden, H. W. (2006). Processing instruction and meaningful output-based instruction: Effects on second language development. Studies in Second Language Acquisition 28, 31–65.CrossRefGoogle Scholar
Moyer, A. (2006). Language contact and confidence in second language listening comprehension: A pilot study of advanced learners of German. Foreign Language Annals 39.2, 255–275.CrossRefGoogle Scholar
Mynard, J. & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal 60.1, 13–22.CrossRefGoogle Scholar
O'Sullivan, I. & Chambers, A. (2006). Learners' writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing 15.1, 49–68.CrossRefGoogle Scholar
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper Row.Google Scholar
Philp, J., Oliver, R. & Mackey, A. (2006). The impact of time on children's task-based interactions. System 34.4, 547–565.CrossRefGoogle Scholar
Pica, T., Hang, H-S. & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition 28, 301–338.CrossRefGoogle Scholar
Pinter, A. (2006). Verbal evidence of task-related strategies: Child versus adult interactions. System 34.4, 615–630.CrossRefGoogle Scholar
Robertson, L. H. (2006). Learning to read ‘properly’ by moving between parallel literacy classes. Language & Education 20.1, 44–61.CrossRefGoogle Scholar
Rubenfeld, S., Clément, R., Lussier, D., Lebrun, M. & Auger, R. (2006). Second language learning and cultural representations: Beyond competence and identity. Language Learning 56.4, 609–632.CrossRefGoogle Scholar
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research 10.4, 361–392.CrossRefGoogle Scholar
Stevenson, M., Schoonen, R. & de Glopper, K. (2006). Revising in two languages: A multidimensional comparison of on-line writing revisions in L1 and FL. Journal of Second Language Writing 15.3, 201–233.CrossRefGoogle Scholar
Sugita, Y. (2006). The impact of teachers' comment types on students' revision. ELT Journal 60.1, 34–41.CrossRefGoogle Scholar
Takimoto, M. (2006). The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System 34.4, 601–614.CrossRefGoogle Scholar
Toth, P. (2006). Processing instruction and a role for output in second language acquisition. Language Learning 56.2, 319–385.CrossRefGoogle Scholar
Tseng, W-T., Dörnyei, Z. & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics 27.1, 78–102.CrossRefGoogle Scholar
Tsui, A. B. M. (2003). Understanding expertise in teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Vandergriff, I. (2006). Negotiating common ground in computer-mediated versus face-to-face discussions. Language Learning & Technology 10.1, 110–138.Google Scholar
Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency? The Modern Language Journal 90.1, 6–18.CrossRefGoogle Scholar
Vandergrift, L., Goh, C. C. M., Mareschal, C. J. & Tafaghodi, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning 56.3, 431–462.CrossRefGoogle Scholar
Vickers, C. H. & Ene, E. (2006). Grammatical accuracy and learner autonomy in advanced writing. ELT Journal 60.2, 109–116.CrossRefGoogle Scholar
Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal 60.2, 142–150.CrossRefGoogle Scholar
Wood, D. (2006). Uses and functions of formulaic utterances in second language instruction: An exploration of the foundations of fluency. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 63.1, 13–33.Google Scholar
Wright, M. & Brown, P. (2006). Reading in a modern foreign language: Exploring the potential benefits of reading strategy instruction. Language Learning Journal 33, 22–33.CrossRefGoogle Scholar
Yang, M., Badger, R. & Yu, Z. (2006). A comparative study of teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing 15.3, 179–200.CrossRefGoogle Scholar
Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology 10.3, 85–101.Google Scholar