Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-30T20:34:25.429Z Has data issue: false hasContentIssue false
  • English
  • Français

Review of research on language teaching, learning and policy published in 2007

Published online by Cambridge University Press:  01 July 2009

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

Abstract

My research review of 2007 is somewhat shorter than in earlier years in order to allow space for the journal's impressively increased number of other articles. This naturally adds to my problems of selection, especially as 2007 witnessed the welcome appearance of new international journals in the form of Innovation in Language Learning & Teaching and a considerably re-vamped Language Learning Journal. Accordingly, my selection of articles is not intended as a representative sample of the Applied Linguistics field but should be taken as a personal judgement based on attempting an appropriate range of the following: journals, languages, topics, countries, institutional settings, levels of proficiency, learner age, theory, practice, and personal interest. My selection is organised under a number of headings, but these offer only a general clue as to what a particular article is about, since most articles reviewed have reverberations across a number of headings rather than one alone. In addition, what I say about a particular article is not meant to be a summary. Those wishing to see a summary should go to the article itself and read its abstract. My account of a particular article may in fact reflect only one theme within the article which I have chosen to highlight.

Type
Annual Review of Research
Information
Language Teaching , Volume 42 , Issue 3 , July 2009 , pp. 287 - 315
Copyright
Copyright © Cambridge University Press 2009

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

Bae, J. (2007). Development of English skills need not suffer as a result of immersion: Grades 1 & 2 writing assessment in a Korean/English two-way immersion program. Language Learning 57.2, 299–332.CrossRefGoogle Scholar
Bandura, A. (1986). Social foundations of thought & action: A social cognitive view. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning 57.1, 35–56.CrossRefGoogle Scholar
Basharina, O. K. (2007). An activity theory perspective on student-reported contradictions in international telecollaboration. Language Learning & Technology 11.2, 82–103.Google Scholar
Bax, S. (2004). The end of CLT: A context approach to language teaching? ELT Journal 57.3, 238–287.Google Scholar
Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning 57 suppl. 1, 45–77.CrossRefGoogle Scholar
Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R. M., Kubanek-German, A. & Taeschner, T. (1999). Modern languages in primary and pre-school education: A review of research across member states of the EU. London: CILT.Google Scholar
Cheng, H-F. & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning & Teaching 1.1, 152–174.CrossRefGoogle Scholar
Cheung, H., Chan, M. & Chong, K. (2007). Use of orthographic knowledge in reading by Chinese–English bi-scriptal children. Language Learning 57.3, 469–505.CrossRefGoogle Scholar
Coleman, J., Galaczi, A. & Astruc, L. (2007). Motivation of UK school pupils towards foreign languages: A large-scale survey at Key Stage 3. Language Learning Journal 35.2, 245–281.CrossRefGoogle Scholar
Corrigan, C. (2007). An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context. Applied Linguistics 28.2, 211–240.CrossRefGoogle Scholar
Coyle, D. (2007a). Strategic classrooms: Learning communities which nurture the development of learner strategies. Language Learning Journal 35.1, 65–79.CrossRefGoogle Scholar
Coyle, D. (2007b). Content and Language Integrated Learning: Towards a research agenda for CLIL pedagogies. International Journal of Bilingual Education & Bilingualism 10.5, 543–562.CrossRefGoogle Scholar
Ding, Y. (2007). Text memorization and imitation: The practices of successful Chinese learners of English. System 35.2, 271–280.CrossRefGoogle Scholar
Dörnyei, Z. & Czisér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2.3, 203–229.CrossRefGoogle Scholar
Ellwood, C. (2007). Questions of classroom identity: What can be learned from codeswitching in classroom peer group talk? The Modern Language Journal 92.4, 538–557.CrossRefGoogle Scholar
European Commission (2003). Promoting language learning & linguistic diversity: An action plan. Brussels: Commission of the European Communities.Google Scholar
Firth, A. & Wagner, J. (1997). On discourse, communication and (some) fundamental concepts in SLA research. The Modern Language Journal 81.2, 285–300.CrossRefGoogle Scholar
Firth, A. & Wagner, J. (1998). SLA property: No trespassing! The Modern Language Journal 82.1, 91–94.CrossRefGoogle Scholar
García, A. L. (2007). Young learners’ functional use of the L2 in a low-immersion EFL context. ELT Journal 61.1, 39–45.CrossRefGoogle Scholar
Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes 63.5, 655–687.CrossRefGoogle Scholar
Graham, S. (2007). Learner strategies and self-efficacy: Making the connection. Language Learning Journal 35.1, 81–93.CrossRefGoogle Scholar
Grenfell, M. (2007). Language learner strategy research and modern foreign language teaching and learning. Language Learning Journal 35.1, 9–22.CrossRefGoogle Scholar
Guilherme, M. (2007). English as global language and English for cosmopolitan citizenship. Language & Intercultural Communication 7.1, 72–90.CrossRefGoogle Scholar
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the functions of language. London: Edward Arnold.CrossRefGoogle Scholar
Hanaoka, O. (2007). Output, noticing and learning: An investigation into the role of spontaneous attention to form in a four-stage writing task. Language Teaching Research 11.4, 459–479.CrossRefGoogle Scholar
Heining-Boynton, A. & Haitema, T. (2007). A ten-year chronicle of student attitudes toward foreign language in the elementary school. The Modern Language Journal 91.2, 149–168.CrossRefGoogle Scholar
Hickey, T. M. (2007). Children's language networks in minority language immersion: What goes in may not come out. Language & Education 21.1, 46–65.CrossRefGoogle Scholar
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal 61.3, 193–201.CrossRefGoogle Scholar
Holtgraves, T. (2007). Second language learners and speech act comprehension. Language Learning 57.4, 595–610.CrossRefGoogle Scholar
Hwu, F. (2007). Learners’ strategies with a grammar application: The influence of language ability and personality preferences. ReCALL 19.1, 21–38.CrossRefGoogle Scholar
Johnstone, R. M. (2007). Nationally-sponsored innovations at school in Scotland: Issues of evidence, generalisability and sustainability. Innovation in Language Learning & Teaching 1.1, 111–128.CrossRefGoogle Scholar
Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance & Instruction 26.8, 1–7.Google Scholar
Knell, E., Siegel, L. S., Haiyan, Q., Lun, Z., Miao, P., Wei, Z. & Yanping, C. (2007). Early English literacy in Xi'an, China. The Modern Language Journal 91.3, 395–417.CrossRefGoogle Scholar
Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning 57 suppl. 1, 1–44.CrossRefGoogle Scholar
Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon.Google Scholar
Larsen-Freeman, D. (2007). Reflecting on the cognitive–social debate in second language acquisition. The Modern Language Journal 91 Focus Issue, 773–787.CrossRefGoogle Scholar
Lazaruk, W. (2007). Linguistic, academic and cognitive benefits of French immersion. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes 63.5, 605–627.CrossRefGoogle Scholar
Lee, L. (2007). Fostering second language oral communication through constructivist interaction in video-conferencing. Foreign Language Annals 40.4, 635–649.CrossRefGoogle Scholar
Leeser, M. (2007). Learner-based factors in L2 reading comprehension and processing grammatical form: topic familiarity and working memory. Language Learning 57.2, 229–270.CrossRefGoogle Scholar
Levy, M. (2007). Culture, culture learning and new technologies: Towards a pedagogical framework. Language Learning & Technology 11.2, 104–127.Google Scholar
Liao, X. (2005). The need for communicative language teaching in China. ELT Journal 58.3, 270–273.CrossRefGoogle Scholar
Lo, J. & Hyndland, F. (2007). Enhancing students’ engagement & motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing 16.4, 219–237.CrossRefGoogle Scholar
Macaro, E. (2007). Language learner strategies: Adhering to a theoretical framework. Language Learning Journal 35.2, 239–243.CrossRefGoogle Scholar
Mackey, A., Kanganas, A. P. & Oliver, R. (2007). Task familiarity and interactional feedback in child ESL classrooms. TESOL Quarterly 41.2, 285–312.CrossRefGoogle Scholar
Magogwe, J. M. & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System 35.3, 338–352.CrossRefGoogle Scholar
McGarrell, H. & Verbeem, J. (2007). Motivating revision of drafts through formative feedback. ELT Journal 61.3, 228–236.CrossRefGoogle Scholar
McPake, J., Tinsley, T. & James, C. (2007). Making provision for community languages: Issues for teacher education in the UK. Language Learning Journal 35.1, 99–112.CrossRefGoogle Scholar
Mennim, P. (2007). Long-term effects of noticing on oral output. Language Teaching Research 11.3, 265–280.CrossRefGoogle Scholar
Miller, L., Shuk-Ching, E. T. & Hopkins, M. (2007). Establishing a self-access centre in a secondary school. ELT Journal 61.3, 220–227.CrossRefGoogle Scholar
Mills, N., Pajares, F. & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning 57.3, 417–442.CrossRefGoogle Scholar
Morimoto, S. & Loewen, S. (2007). A comparison of the effects of image-schema based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research 11.3, 347–372.CrossRefGoogle Scholar
Murphy, P. (2007). Reading comprehension exercises online: The effects of feedback, proficiency and interaction. Language Learning & Technology 11.3, 107–129.Google Scholar
Nassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning 57 suppl. 1, 79–113.CrossRefGoogle Scholar
O'Dowd, R. (2007). Evaluating the outcomes of intercultural on-line exchange. ELT Journal 61.2, 144–152.CrossRefGoogle Scholar
Pessoa, S., Henry, H.., Donato, R.., Tucker, G. H. & Lee, H. (2007). Content-based instruction in the foreign language classroom: A discourse perspective. Foreign Language Annals 40.1, 102–121.CrossRefGoogle Scholar
Peterson, S. S. & Heywood, D. (2007). Contribution of families’ linguistic, social and cultural capital to minority language children's literacy: parents’, teachers’ and principals’ perspectives. Canadian Modern Language Review/Revue Canadienne des Langues Vivantes 63.4, 517–538.CrossRefGoogle Scholar
Pinter, A. (2007). Some benefits of peer–peer interaction: 10-year-old children practising with a communication task. Language Teaching Research 11.2, 189–207.CrossRefGoogle Scholar
Pulido, D. (2007)a. The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity? Language Learning 57 suppl. 1, 155–199.CrossRefGoogle Scholar
Pulido, D. (2007)b. The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics 28.1, 66–86.CrossRefGoogle Scholar
Rose, J. (2007). Understanding relevance in the language classroom. Language Teaching Research 11.4, 483–502.CrossRefGoogle Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11.2, 129–158.CrossRefGoogle Scholar
Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language & Education 21.4, 328–341.CrossRefGoogle Scholar
Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. International Journal of Bilingual Education & Bilingualism 10.5, 582–602.CrossRefGoogle Scholar
Serrano, S. & Muñoz, C. (2007). Same hours, different time distribution: Any difference in EFL? System 35.3, 305–321.CrossRefGoogle Scholar
Sheen, R. (2007). Key concepts in ELT: Processing instruction. ELT Journal 61.2, 161–163.CrossRefGoogle Scholar
Starkey, H. (2007). Language education, identities and citizenship: Developing cosmopolitan perspectives. Language & Intercultural Communication 7.1, 56–71.CrossRefGoogle Scholar
Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL 19.2, 105–120.CrossRefGoogle Scholar
Swain, M. & Deters, P. (2007). ‘New’ mainstream SLA theory expanded and enriched. The Modern Language Journal 91 Focus Issue, 820–836.CrossRefGoogle Scholar
VanPatten, B. & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition 15, 225–243.CrossRefGoogle Scholar
Verdugo, D. R. & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology 11.1, 87–101.Google Scholar
Waring, H. Z. (2007). Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal 92.4, 573–594.Google Scholar
Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research 11.2, 121–142.CrossRefGoogle Scholar
Watzke, J. L. (2007). Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices. The Modern Language Journal 91.1, 63–82.CrossRefGoogle Scholar
Webb, S. (2007)a. Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research 11.1, 63–81.CrossRefGoogle Scholar
Webb, S. (2007)b. The effects of repetition on vocabulary knowledge. Applied Linguistics 28.1, 46–65.CrossRefGoogle Scholar
Yamashita, J. (2007). The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly 41.1, 81–105.CrossRefGoogle Scholar
Zhao, S. Y. & Bitchener, J. (2007). Incidental focus on form in teacher–learner & learner–learner interactions. System 35.4, 431–447.CrossRefGoogle Scholar