Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-24T21:25:43.212Z Has data issue: false hasContentIssue false
  • English
  • Français

Research on language learning and teaching: 1991

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 25 , Issue 3 , July 1992 , pp. 139 - 150
Copyright
Copyright © Cambridge University Press 1992

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

Allwright, D. & Bailey, K. (1991). Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge: Cambridge University Press.Google Scholar
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal 75, 4.CrossRefGoogle Scholar
Aplin, R. (1991). The ones who got away: the views of those who opt out of languages. Language Learning Journal 4, 2–5.CrossRefGoogle Scholar
Arevart, S. & Nation, P. (1991). Fluency improvement in a second language. RELC Journal, 22, 1, 84–94.CrossRefGoogle Scholar
Artigal, J. M. (1991). The Catalan immersion program: the joint creation of shared indexical territory. Journal ofMultilingual and Multicultural Development, 12, 1/2.Google Scholar
Bartu, H. (1991). The social relations in a language classroom: a neglected issue. System, 19, 3.CrossRefGoogle Scholar
Beck, M. & Eubank, L. (1991). Acquisition theory and experimental design: a critique of Tomasello and Herron. Studies in Second Language Acquisition, 13, 73–6.CrossRefGoogle Scholar
Botella, J.-P. et al. (1991). Brasil: sensibilisation précoce au français et democratisation de l'enseignement. In Garabedian, M. (ed.).Google Scholar
Brown, R. (1991). Group work, task difference, and second language acquisition. Applied Linguistics, 12, 1.CrossRefGoogle Scholar
Brusch, W. (1991). The role of reading in foreign language acquisition: designing an experimental project. ELT Journal, 45, 2, 156–63.CrossRefGoogle Scholar
Buttjes, D. & Byram, M. (eds.) (1991). Mediating languages and cultures. Clevedon: Multilingual Matters.Google Scholar
Byram, M. (1991). Teaching culture and language: towards an integrated approach. In Buttjes, D. and Byram, M. (eds.).Google Scholar
Carrell, P. L. (1991). Second language reading: reading ability or language proficiency? Applied Linguistics, 12, 2.CrossRefGoogle Scholar
Carrell, P. L. & Connor, U. (1991). Reading and writing descriptive and persuasive texts. Modern Language Journal, 75, 3, 314–24.CrossRefGoogle Scholar
Chambers, F. (1991). Promoting the use of the target language in the classroom. Language Learning Journal, 4, 27–32.CrossRefGoogle Scholar
Chambers, F. (1992). Future needs. In Current research in language teaching and learning. London: CILT.Google Scholar
Chambers, F. & Richards, B. (1991). Oral assessment in Modern Languages: a report on the views of participant teachers. University of Reading, Department of Arts and Humanities in Education, Reading.Google Scholar
Clarke, D. (1991). The negotiated syllabus: what is it and how is it likely to work? Applied Linguistics, 12, 1.CrossRefGoogle Scholar
Clyne, M. (1991). Immersion principles in second language programs – research and policy in multicultural Australia. Journal of Multilingual and Multicultural Development, 12, 1/2, 55–65.CrossRefGoogle Scholar
Cohen, R. et al. (1987). Les jeunes enfants, la découverte de I'écrit et l'ordinateur. Paris: Presse Universitaire Francaise.Google Scholar
Cohen, R. (1991). Apprendre le plus jeune possible. In Garabedian, M. (ed.).Google Scholar
Cohen, R. et al. (1992). Quand Fordinateur parle … Paris: Presse Universitaire Française.Google Scholar
Craik, F. I.M. (1973). A ‘levels of analysis’ view of memory. In Pliner, P., Krames, L. and Alloway, T. (eds.), Communication and affect: language and thought. New York: Academic Press.Google Scholar
Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367–83.CrossRefGoogle Scholar
Cummins, J. (1984). Bilingualism and special education: issues in assessment and pedagogy. Clevedon: Multilingual Matters.Google Scholar
Curtain, H. (1991). Methods in elementary school foreign language teaching. Foreign Language Annals, 24, 4, 323–46.CrossRefGoogle Scholar
Danesi, M. (1991). Revisiting the research findings on heritage language learning: three interpretive frames. Canadian Modern Language Review, 47, 4.CrossRefGoogle Scholar
Deen, J. Y. (1991). Comparing interaction in a cooperative learning and teacher-centred foreign language classroom. ITL, 93/94, 153–81.CrossRefGoogle Scholar
Donaldson, M. (1978). Children's minds. Glasgow: Fontana/Collins.Google Scholar
Doughty, C. (1991). Second language instruction does make a difference. Studies in Second Language Acquisition, 13, 431–69.CrossRefGoogle Scholar
Ellis, R. (1987). Interlanguage varia1bility in narrative discourse: style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1–19.CrossRefGoogle Scholar
Felix, S. W. & Weigl, W. (1991). Universal grammar in the classroom: the effects of formal instruction on second language acquisition. Second Language Research, 7, 2, 162–81.Google Scholar
Feyten, C. M. (1991). The power of listening ability: an overlooked dimension in language acquisition. Modern Language Journal, 75, 2, 173–80.CrossRefGoogle Scholar
Flanigan, B. (1991). Variable competence and performance in child second language acquisition. second Language Research, 7, 3, 220–32.Google Scholar
Flanigan, B. (1991). Peer tutoring and second language acquisition in the Elementary School. Applied Linguistics, 12, 1, 141–57.CrossRefGoogle Scholar
Poley, J. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12, 1.Google Scholar
Garabedian, M. (ed.) (1991). Enseignement et apprentissage précoces des langues. Français dans le Monde: Recherches et Applications, numéro spécial Août-Septembre.Google Scholar
Gardner, R. C. & Macintyre, P. D. (1991). An instrumental motivation in language study. Studies in Second Language Acquisition, 13, 57–72.CrossRefGoogle Scholar
Garcia, C. (1991). Using authentic reading texts to discover underlying sociocultural information. Foreign Language Annals, 24, 6.CrossRefGoogle Scholar
Goncz, L. & Kodzopeljic, J. (1991). Exposure in two languages in the preschool period. Journal of Multilingual and Multicultural Development, 12, 3, 137—64.CrossRefGoogle Scholar
Gruneberg, M. & Sykes, R. (1991). Individual differences and attitudes to the keyword method of foreign language learning. Language Learning Journal, 4, 60—3.CrossRefGoogle Scholar
Gubernia, P. (1991). Role de la perception auditive dans 1'apprentissage precoce des enfants. In Garabédian, M. (ed.).Google Scholar
Hammadou, J. (1991). Interrelationships among prior knowledge, inference, and language proficiency in foreign language reading. Modern Language Journal, 75, 1, 27–38.CrossRefGoogle Scholar
Harley, B. (1991). Directions in immersion research. Journal of Multilingual and Multicultural Development, 12, 1/2, 9–19.CrossRefGoogle Scholar
Herron, C. A. (1991). The effect of authentic oral texts on student listening comprehension in the foreign language classroom. Foreign Language Annals, 24, 6, 487–95.CrossRefGoogle Scholar
Iandoli, L. J. (1991). Improving oral communication in an interactive introduction to literature course. Foreign Language Annals, 24, 6, 479–86.CrossRefGoogle Scholar
Jafarpur, A. (1991). Cohesiveness as a basis for evaluating compositions. System, 19, 4, 459–65.CrossRefGoogle Scholar
Jehlica, G. & Trubert, B. (1991). Yougoslavie: créativité et apprentissage d'une langue étrangere. In Garabedian, M. (ed.).Google Scholar
Johnstone, R. M. (1991). Foreign languages in primary schools: evaluating the National Pilot Projects in Scotland. Language Learning Journal, 4, 36–9.CrossRefGoogle Scholar
Johnstone, R. M. (1992). Overview of research. In Current research in language teaching and learning. London: CILT.Google Scholar
Jones, F. R. (1991). Classroom riot: design features, language output and topic in simulations and other communicative free-stage activities. System, 19, 3, 151–69.CrossRefGoogle Scholar
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305–13.Google Scholar
Knowles, F. (1992). Quantitative analysis of survey returns. In Current research in language teaching and learning. London: CILT.Google Scholar
Krashen, S. & Terrell, T. D. (1983). The Natural Approach: language acquisition in the classroom. Hayward, CA: Alemanny.Google Scholar
Kumaradvadivelu, B. (1991). Language-learning tasks: teacher intention and learner interpretation. ELT Journal, 45, 2.Google Scholar
Lapkin, S., Hart, D. & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. Canadian Modern Language Review, 48, 1, 11–40.CrossRefGoogle Scholar
Laufer, B. (1991). The development of L2 lexis in the expression of the advanced learner. Modern Language Journal, 75, 4, 440–8.CrossRefGoogle Scholar
Laufer, B. & Osimo, H. (1991). Facilitating long-term retention of vocabulary: the second-hand cloze. System, 19, 3, 217–24.CrossRefGoogle Scholar
Lauren, C. (1991). A two-phase didactics for school. Journal of Multilingual and Multicultural Development, 12, 1/2, 67–72.CrossRefGoogle Scholar
Lightbown, P. (1991). What have we here? Some reflections on the influence of instruction on L2 learning. In Phillipson, R. et al. (eds.).Google Scholar
Lightbown, P. & Spada, N. (1991). Etude des effets à long terme de l'apprentissage intensif de l'anglais, langue seconde, au primaire. Canadian Modern Language Review, 48, 1, 90–107.CrossRefGoogle Scholar
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. Modern Language Journal, 75, 2, 196–204.CrossRefGoogle Scholar
Luria, A. R. (1976). Cognitive development: its cultural and social foundations. Cambridge, Mass: Harvard University Press.Google Scholar
Lynch, T. (1991). Questioning roles in the classroom. ELT Journal, 45, 3.CrossRefGoogle Scholar
Macintyre, P. D. & Gardner, R. C. (1989). Anxiety and second language learning: towards a theoretical clarification. Language Learning, 39, 251–75.CrossRefGoogle Scholar
Macintyre, P. D. (1991). Investigating language class anxiety using the focused essay technique. Modern Language Journal, 75, 3, 296–304.CrossRefGoogle Scholar
Mangubhai, F. (1991). The processing behaviours of adult second language learners and their relationship to second language proficiency. Applied Linguistics, 12, 3, 268–90.CrossRefGoogle Scholar
Mantle-Bromley, C. & Miller, R. (1991). The effect of multicultural lessons on attitudes of students in Spanish. Modern Language Journal, 75, 4.CrossRefGoogle Scholar
Meara, P. M. (1984). The study of lexis in interlanguages. In Davies, A., Criper, C. & Howatt, A., (eds.). Interlanguage. Edinburgh: Edinburgh University Press.Google Scholar
Meskill, C. (1991). Language learning strategies advice: a study on the effects of on-line messaging. System, 19, 3, 277–87.CrossRefGoogle Scholar
Met, M. (1991). Learning language through content: learning content through language. Foreign Language Annals, 24, 4, 281–95.CrossRefGoogle Scholar
Mitchell, R. (1988). Communicative language teaching in practice. London: CILT.Google Scholar
Mitchell, R., Martin, C. & Grenfell, M. (1992). Evaluation of the Basingstoke Primary Schools Language Awareness Project: 1990/91. Centre for Language in Education. Occasional Paper No. 7, School of Education, University of Southampton.Google Scholar
Mondria, J.-A. & Wit-De Boer, M. (1991). The effects of contextual richness on the guessability and the retention of words in a foreign language. Applied Linguistics, 12, 3, 249–67.CrossRefGoogle Scholar
Moran, C. (1991). Lexical inferencing in EFL reading coursebooks: some implications of research. System 19 4389–400.CrossRefGoogle Scholar
Nisbet, J. & Shucksmith, J. (1986). Learning strategies. London: Routledge.Google Scholar
Nunan, D. (1991). Methods in second language classroom-oriented research. Studies in SecondLanguage Acquisition, 13, 2, 249–74.CrossRefGoogle Scholar
O'malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ortuno, M. M. (1991). Cross-cultural awareness in the foreign language class: the kluckhohn model. Modern Language Journal, 75, 4.Google Scholar
Paulston, C. B. (1992). Linguistic and communicative competence. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Paulston, C. B. (1992). Sociolinguistics perspectiveson bilingual education. Clevedon: Multilingual Matters.Google Scholar
Pelz, M. (1991). Allemagne: apprentissageet echanges scolaires. In Garabédian, M. (ed.).Google Scholar
Pesola, C. A. (1991). Culture in the elementary school foreign language classroom. Foreign Language Annals, 24, 4, 331–;47.CrossRefGoogle Scholar
Phillipson, R., Kellerman, E., Selinker, L., Sharwood-Smith, M. & Swain, M. (eds). (1991). Foreign/second language pedagogy research. Clevedon: Multilingual Matters.Google Scholar
Pica, T. (1991). Input as a theoretical and research construct –; from Corder's definition to current views, IRAL, 29, 3, 185–;93.CrossRefGoogle Scholar
Pica, T., Doughty, C. & Young, R. (1986). Making input comprehensible –; do interactional modifications help? ITL.CrossRefGoogle Scholar
Portera, A. (1991). Is an interactive integration of the European peoples possible? An example of Italian youth in the West German Republic. Journal of Multilingual and Multicultural Development, 12, 4, 271–;7.CrossRefGoogle Scholar
Powell, R. et al. (1991). Respondingto the National Curriculum: some perceptions of teachers in training. Language Learning Journal, 4, 16–;20.CrossRefGoogle Scholar
Rehorick, S. & Edwards, V. (eds.)(1990). Canadian Modern Language Review,47, 1, October 1990.Google Scholar
Richards, J. C. & Nunan, D. (eds.)(1991). Second language teacher education, Cambridge: Cambridge University Press.Google Scholar
Rosenbusch, M. H. (1991). Elementary school foreign language: the establishment and maintenance of strong programs. Foreign Language Annals, 24, 4, 297–;314.CrossRefGoogle Scholar
Rost, M. & Ross, S. (1991). Learner use of strategies in interaction: typology and teachability. Language Learning, 41, 2, 235–;73.CrossRefGoogle Scholar
Santos, C. (1991). Catalogne: enseigner le français commelangue d'enseignement. In Garabédian, M. (ed.).Google Scholar
Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7, 2, 89–;102.Google Scholar
Sharwood, Smith M. (1991a). IL, conceptual confusions and new beginnings. In Phillipson, R. et al. (eds).Google Scholar
Sharwood, Smith M. (1991b). Speaking to many minds: on the relevance of different types of language information for the L2 learner. Second Language Research 7, 2, 118–;132.117Google Scholar
Schulz, R. A. (1991). Second language acquisition theories and teaching practice: how do they fit? Modern Language Journal 75, 1CrossRefGoogle Scholar
Schwartz, B. D. & Gubala-Ryzak, M. (1992). Learnability and grammar reorganization in L2A: against negative evidence causing the unlearning of verb movement. Second Language Research, 8, 1, 1–;38.Google Scholar
Singleton, D. & Little, D. (1991). The second language lexicon: some evidence from university-level learners of French and German. Second Language Research, 7, 1, 61–;81.Google Scholar
Spada, N. (1990). Observing classroom behaviours and learning outcomes in different second language programs. In Richards, J. C. & D, Nunan (eds.) 293–;310.Google Scholar
Sparks, R. L. & Ganschow, L. (1991). Foreign language learning differences: affective or native language aptitude differences. Modern Language Journal, 75, 1, 3–;16.CrossRefGoogle Scholar
Swain, M. & Lapkin, S. (1991). Heritage language children in an English-French bilingual program. Canadian Modern Language Review, 47, 4, 635–41.CrossRefGoogle Scholar
Tamuly, A. (1991). Louisiane: enseignement précoce et culture enfantine. In Garabédian, M. (ed.).Google Scholar
Terrell, T. D. (1991). The role of grammar instruction in a communicative approach. Modern Language Journal, 75, 1.CrossRefGoogle Scholar
Thorp, D. (1991). Confused encounters:differing expectations in the EAP classroom. ELT Journal, 45, 2.Google Scholar
Tizard, B. & Hughes, M. (1984). Young children learning. London: Fontana.Google Scholar
Tomasello, M. & Herron, C. (1991). Experiments in the real world: a reply to Beck and Eubank. Studies in Second Language Acquisition, 13 513–17.CrossRefGoogle Scholar
Valette, R. M. (1991). Proficiency and the prevention of fossilization –; an editorial. Modern Language Journal, 75, 3.CrossRefGoogle Scholar
Vesterbacka, S. (1991). Ritualised routines and L2 acquisition: acquisition strategies in an immersion program. Journal of Multilingual and Multicultural Development, 12, 1/2.CrossRefGoogle Scholar
Vilke, M. (1988). Some psychologicalaspects of early second-language acquisition. Journal of Multilingual and Multicultural Development, 9, 1/2.CrossRefGoogle Scholar
Vygotsky, L. S. (1962). Thought and language. Cambridge, Mass: MIT Press.CrossRefGoogle Scholar
Wagner, J. (1991). Innovation in foreign language teaching. In Phillipson, R. et al. (eds.).Google Scholar
Weber, S. & Tardif, C. (1991). Assessing L2 competency in early immersion classrooms. Canadian Modern Language Review,47, 5, 916–;32.CrossRefGoogle Scholar
White, L. (1991). Adverb placement insecond language acquisition: some effects of positive and negative evidence in the classroom. Second Language Research, 7, 2, 133–;61.Google Scholar
White, L., spada, N., Lightbow, P. M. & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 4, 416–;32.CrossRefGoogle Scholar
Young, D. J. (1991). Creating a low-anxiety classroom environment: what does language anxiety research suggest? Modern Language Journal, 75, 4, 427–;37.Google Scholar