Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-26T16:02:44.223Z Has data issue: false hasContentIssue false
  • English
  • Français

Research on language learning and teaching: 1993

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 27 , Issue 3 , July 1994 , pp. 145 - 156
Copyright
Copyright © Cambridge University Press 1994

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

Alcon, E. G. (1993). High cognitive questions in NNS group classroom discussion: do they facilitate comprehension and production of the foreign language? RELC Journal, 24, 1, 73–85.CrossRefGoogle Scholar
Alderson, J. C. & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 2, 115–29.CrossRefGoogle Scholar
Bailly, S.Les filles sont plus douées pour les langues – enquěte autour d'une idée reçue. Mélanges CRAPEL, 21, 43–57.Google Scholar
Bartolović, B. (1993). Young children's cognitive abilities in learning foreign languages. In Vilke, M. & Vrouhac, Y. (eds.), 27–45.Google Scholar
Brumfit, C. (1994). Overview of Research. In CILT (1994), 3–8.Google Scholar
Chambers, F. & Richards, B. (1993). Oral assessment: the views of language teachers. Language Learning Journal, 7, 22–6.CrossRefGoogle Scholar
Chandler, J. M. & Hand, S. C. (1993). Intelligent computer-aided learning for the Derbyshire language scheme. Computer Assisted Language Learning, 6, 3, 193–204.CrossRefGoogle Scholar
CILT (1994). Current research in language teaching and learning 1993. London: Centre for Information on Language Teaching & Research.Google Scholar
Crookes, G. (1993). Action research for language teachers: going beyond teacher research. Applied Linguistics, 14, 2, 130–44.CrossRefGoogle Scholar
Davis, J. D. & Bistodeau, L. (1993). How do L1 and L2 reading differ? Evidence from think-aloud protocols. Modern Language Journal, 77, 4, 459–71.CrossRefGoogle Scholar
Dekeyser, R. M. (1993). The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77, 4, 501–14.CrossRefGoogle Scholar
Dewaele, J-M. (1993). Extraversion et richess lexicale dans deux styles d'interlangue française. ITL: Review of Applied Linguistics, 99/100, 87–105.CrossRefGoogle Scholar
Digunović, J. M. (1993). Investigation of attitudes and motivation in children in early foreign language learning. In Vilke, M. & Vrouhac, Y. (eds.), 45–72.Google Scholar
Dodson, C. J & Thomas, S. E. (1988). The effect of total immersion on concept development. Journal of Multilingual and Multicultural Development, 9, 6, 467–86.CrossRefGoogle Scholar
Donin, J. & Silva, M. (1993). The relationship between first and second-language reading comprehension of occupation-specific texts. Language Learning, 43, 3, 373–401.CrossRefGoogle Scholar
Ellis, N. & Beaton, A. (1993). Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43, 4, 559–617.CrossRefGoogle Scholar
Ellis, R. (1993a). Interpretation-based grammar teaching. System, 21, 1, 69–78.CrossRefGoogle Scholar
Ellis, R. (1993b). Talking shop: second language acquisition research – how does it help teachers? ELT Journal, 47, 1, 3–11.Google Scholar
Evans, M. (1993). Nicolas: using Hypercard with intermediate-level French learners. System, 21, 2, 213–29.CrossRefGoogle Scholar
Fotos, S. (1993). Consciousness raising and noticing through focus on form: grammar task performance versus formal instruction. Applied Linguistics, 14, 4, 385–407.CrossRefGoogle Scholar
Gass, S. M. (1982). From theory to practice. In Hines, M. & Rutherford, W. (eds.), On TESOL'81, 129–39. Washington DC: TESOL.Google Scholar
Gass, S. M. (1993). Second language acquisition: past, present and future. Second Language Research, 9, 2, 99–117.CrossRefGoogle Scholar
Geva, E. & Ryan, E. B. (1993). Linguistic and cognitive correlates of academic skills in first and second languages. Language Learning, 43, 1, 5–42.CrossRefGoogle Scholar
Granger, S. (1993). Cognates: an aid or a barrier to successful L2 vocabulary development? ITL, Review of Applied Linguistics, 99/100, 43–56.CrossRefGoogle Scholar
Green, P. S. & Hecht, K. (1993). Pupil self-correction in oral communication in English as a foreign Language. System, 21, 2, 151–63.CrossRefGoogle Scholar
Grenfell, M. & Harris, V. (1993). How do pupils learn? (Part 1). Language Learning Journal, 8, 22–25.CrossRefGoogle Scholar
Heilenmann, L. K. & McDonald, J. L. (1993). Processing strategies in L2 learners of French: the role of transfer. Language Learning, 43, 4, 507–57.CrossRefGoogle Scholar
HM Inspectorate. (1993). Provision of Gaelic education in Scotland. Edinburgh, Scottish Office Education Department.Google Scholar
Horiba, Y., van, Den Broek P. W. & Fletcher, C. R. (1993). Competence to narrative comprehension. Studies in Second Language Acquisition, 15, 1, 49–81.CrossRefGoogle Scholar
Horiba, Y.van, Den Broek P. W. & Fletcher, C. R. (1993). Second language readers' memory for narrative texts: evidence for structure-preserving top-down processing. Language Learning, 43, 3, 345–72.CrossRefGoogle Scholar
Hulstijn, J. H. (1993). When do foreign-language readers look up the meaning of unfamiliar words? Modern Language Journal, 77, 2, 139–47.Google Scholar
Hurd, M. (1993). Minority language children and French immersion: additive multilingualism or subtractive semi-lingualism? Canadian Modern Language Review, 49, 3, 514–25.CrossRefGoogle Scholar
Hyde, M. (1993). Pair work – a blessing or a curse?: an analysis of pair work from pedagogical, cultural, social and psychological perspectives. System, 21, 3, 343–8.CrossRefGoogle Scholar
Jenkin, H. et al. (1993). Understanding text in a second language: a psychological approach to an SLA problem. Second Language Research, 9, 2, 118–39.CrossRefGoogle Scholar
Kastner, H. (1993). Zweisprachige Bildungsgänge an Schulen in der Bundesrepublik Deutschland. Die Neueren Sprachen, 92, 1/2, 23–53.Google Scholar
Kelmes, E. (1993). Profil und Entwicklung des bilingualen deutsch-franzöischen Zweiges am Gymnasium Kreuzgasse, Köln. Die Neueren Sprachen, 92, 1/2, 54–68.Google Scholar
Knowles, F. (1994). Quantitative analysis of survey returns. In CILT (1994), 9–26.Google Scholar
Koda, K. (1993). Transferred L1 strategies and L2 syntactic structure in L2 sentence comprehension. Modern Language Journal, 77, 4, 490–500.CrossRefGoogle Scholar
Kovačkević, M. (1993). Foreign language acquisition with children: some evidence from testing English with first graders. In Vilke, M., & Vrouchac, Y. (eds.), 72–87.Google Scholar
Kronenberg, W. (1993). Lieber bilingual nach Europa als sprachlos in die Zukunft. Die Neueren Sprachen, 92, 1/2, 113–50.Google Scholar
Lapkin, S., Harley, B. & Taylor, S. (1993). Research directions for core French in Canada. Canadian Modern Language Review, 49, 3, 476–513.CrossRefGoogle Scholar
Laplante, B. (1993). Stratégies pédagogiques et enseignement des sciences en immersion francaise: le cas d'une enseignante. Canadian Modern Languages Review, 49, 3, 567–88.CrossRefGoogle Scholar
Long, M. (1993). Assessment strategies for SLA theories. Applied Linguistics, 14, 3, 225–49.CrossRefGoogle Scholar
Low, L., Duffield, J., Brown, S. & Johnstone, R. (1993). Evaluating foreign languages in primary schools. Stirling: University of Stirling, Scottish Centre for Information on Language Teaching & Research.Google Scholar
Macneil, M. M. (1993a). Parental experience of Gaelic medium schooling: Final Report. Sabhal Mòr Ostaig, Isle of Skye: Leirsinn Research Centre for Gaelic Affairs.Google Scholar
Macneil, M. M. (1993b). Immersion models in use in Gaelic medium education in Scotland. Paper presented to International Congress on Minority Languages, Cardiff.Google Scholar
Macneil, M. M. (1993c). Gaelic Language Development Project. Report to Inter-Authority Standing Group for Gaelic. Slough: National Foundation for Educational Research.Google Scholar
Macneil, M. M. (1993d) (with Macneil, C. A.). Report on the interaction of parents and the community with their Gaelic medium units. Sabhal Mòr Ostaig, Isle of Skye: Leirsinn Research Centre.Google Scholar
Makino, T-Y. (1993). Learner self-correction in EFL written compositions. ELT Journal, 47, 4, 337–341.CrossRefGoogle Scholar
Meara, P. (1993). What do students do on a language course? Language Learning Journal, 8, 26–31.CrossRefGoogle Scholar
Mitchell, J. T., Tucker, J & Redmond, M. L. (1993). Rethinking grammar and communication. Foreign Language Annals, 26, 1, 13–19.CrossRefGoogle Scholar
Nobuyoshi, J. & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 3, 203–10.CrossRefGoogle Scholar
Nyikos, M. & Oxford, R. (1993). A factor analytic study of language-learning strategy use: interpretations from information-processing theory and social psychology. Modern Language Journal, 77, 1, 11–22.Google Scholar
Otten, E. & Thurmann, E. (1993). Bilingales Lernen in Nordrhein-Westfalen: ein Werkstattbericht – Konzepte, Probleme und Lösungsversuche. Die Neueren Sprachen, 92, 1/2, 69–94.Google Scholar
Oxford, R. (1993a). Research update on teaching L2 listening. System, 21, 2, 205–11.CrossRefGoogle Scholar
Oxford, R. (1993b). Intelligent computers for learning languages: the view for language acquisition and instructional methodology. CALL, 6, 2, 173–88.Google Scholar
Oxford, R., Park-Oh, Y., Ito, S. & Sumrall, M. (1993). Learning a language by satellite television: what influences student achievement? System, 21, 1, 31–48.CrossRefGoogle Scholar
Pearson, B. Z.Fernandez, S. C. & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: comparison to monolingual norms. Language Learning, 43, 1, 93–120.CrossRefGoogle Scholar
Pierce, B.Swain, M. & Hart, D. (1993). Self-assessment, French immersion and locus of control. Applied Linguistics, 14, 1, 25–42.CrossRefGoogle Scholar
Prabhu, N. S. (1987). Second language pedagogy. Oxford, Oxford University Press.Google Scholar
Riley, G. (1993). A story approach to narrative text comprehension. Modern Language Journal, 77, 4, 417–30.CrossRefGoogle Scholar
Roberts, J. R. (1993). Evaluating the impacts of teacher research. System, 21, 1, 1–19.CrossRefGoogle Scholar
Schachter, J. (1993). Second language acquisition: perceptions and possibilities. Second Language Research, 9, 2, 173–87.CrossRefGoogle Scholar
Schmitt-Gevers, H. (1993). La notion d'aisance et la réception orale en langues étrangères. Mélanges CRAPEL, 21, 129–48.Google Scholar
Schutz, H. (1993). Politik bilingual: Anmerkungen zum Unterricht im Sachfach Politik in deutsch-englischen Zweis-prachenzweigen an Gymnasien in Nordrhein-Westfalien. Die Neueren Sprachen, 92, 1, 94–113.Google Scholar
Thomas, W. P., Collier, V. G. & Abbott, M. (1993). Academic achievement through Japanese, Spanish or French: the first two years of partial immersion. Modern Language Journal, 77, 2, 170–9.CrossRefGoogle Scholar
Thurmann, E. & Otten, E. (1993). Überlegungen zur Entwicklung von Lehr- und Lernmaterialien für den bilingualen Fremdunterricht. Zeitschrift fur Fremdsprachen-forschung, 3, 2, 39–55.Google Scholar
Van Patten, B. & Cadierno, T. (1993). Input processing and second-language acquisition: a role for instruction. Modern Language Journal, 77, 1, 45–57.CrossRefGoogle Scholar
Verhallen, M. & Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14, 4, 344–63.CrossRefGoogle Scholar
Vilke, M. & Vrouhac, Y. (eds.) (1993). Children and foreign languages/Les enfants et les langues étrangères. Zagreb: University of Zagreb, Faculty of Philosophy.Google Scholar
Vilke, M. (1993). Early foreign language teaching in Croatian primary schools. In Vilke, M. & Vrouhac, Y. (eds.), 10–27.Google Scholar
Vrouhac, Y. (1993). Projet expérimental d'enseignement du français à l'âge précoce en Croatic: (i) attitudes des petits apprenants vis-à-vis du français, (ii) analyse interactive au cours de la narration. In Vilke, M., & Vrouhac, Y. (eds.), 87–106.Google Scholar
Weller, F-R. (1993). Bilingual oder zweisprachig? Kritische Anmerkungen zu den Möglichkeiten und Grenzen fremd-sprachigen Unterrichts. Die Neueren Sprachen, 92, 1/2, 8–22.Google Scholar
Yelland, G. W., Pollard, J. & Mercuri, A. (1993). The metalinguistic benefits of limited contact with a second language. Applied Psycholinguistics, 14, 4, 423–44.CrossRefGoogle Scholar
Zuengler, J. (1993). Encouraging learners' conversational participation: the effect of content knowledge. Language Learning, 43, 3, 403–32.CrossRefGoogle Scholar