Hostname: page-component-586b7cd67f-rdxmf Total loading time: 0 Render date: 2024-11-23T22:06:54.392Z Has data issue: false hasContentIssue false

Research on language teaching and learning: 1999

Published online by Cambridge University Press:  12 June 2009

Richard Johnstone
Affiliation:
Scottish Centre for Information on Language Teaching and Research, University of Stirling

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Review Article
Copyright
Copyright © Cambridge University Press 2000

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

Anton, M. (1999). The discourse of a learner-centred classroom: socioculturel perspectives on teacher-learner interaction in the second-language classroom. Tlie Modern Language Journal, 83, 3, 303–18.Google Scholar
Asher, C., Chambers, G. & Hall, K. (1999). Dictionary use in MFL examinations in the GCSE: how schools are meeting the challenge. Language Learning Journal, 19, 2832.CrossRefGoogle Scholar
Bailey, P., Daley, C. E. & Onwuegbuzie, A. J. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32, 1, 6376.Google Scholar
Barnes, A., Hunt, M. & Powell, R. (1999). Dictionary use in teaching and examining of MFLs at GCSE. Language Learning Journal, 19, 1927.CrossRefGoogle Scholar
Barnett, M. A. (1989). Writing as a process. The French Review, 63, 1, 3144.Google Scholar
Barrow, J., Nakanishi, Y. & Ishino, H. (1999). Assessing Japanese college students' vocabulary knowledge with a self-checking familiarity survey. System, 27, 2, 223–48.CrossRefGoogle Scholar
Baumann, U. (1999). Ab initio vs. A-level students of German. How does their performance compare? Language Learning Journal, 20, 814.Google Scholar
Birch, G. & Poyatos Matas, C. (1999). Immersion and the internet. Babel, 34, 2, 1013.Google Scholar
Blain, S. & Painchaud, G. (1999). L'impact de la rétroaction verbale des pairs sur l'amélioration des compositions des élèves de 5e année en immersion française. The Canadian Modern Language Review, 56, 1, 7399.CrossRefGoogle Scholar
Borg, S. (1999). The use of grammatical terminology in the second language classroom: a qualitative study of teachers' practices and cognitions. Applied Linguistia, 20, 1, 95126.Google Scholar
Bruning, R., Flowerday, T. & Trayer, M. (1999). Developing foreign language frameworks: an evaluation study. Foreign Language Annals, 32, 2, 159–76.CrossRefGoogle Scholar
Bygate, M. (1999). Quality of language and purpose of task: patterns of learners' language on two communication tasks. Language Teaching Research, 3, 3, 185214.Google Scholar
Cajkler, W. & Thornton, B. (1999). Language learner perceptions of strategy use in secondary schools. Language Learning Journal, 20, 4550.CrossRefGoogle Scholar
Chamot, A. U. & Beard El-Dinary, P. (1999). Children's learning strategies in language immersion classrooms. The Modern Language Journal, 83, 3, 319–38.CrossRefGoogle Scholar
Chavez, M. (1998). Taking a turn for the better and the worse: the relationship between achievement and self-reported discourse behaviour. Unterrichtspraxis, 31, 2, 3243.Google Scholar
Cheng, Y-S., Horwitz, E. & Schallert, D. L. (1999). Language anxiety: differentiating writing and speaking components. Language Learning, 49, 3, 417–16.Google Scholar
Chung, J-M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students' listening comprehension: an empirical study. Foreign Language Annals, 32, 3, 295309.Google Scholar
Clyne, M. (1986). An early start-second language at primary school Melbourne: River Seine Productions.Google Scholar
Collins, L., Halter, R. H., Lightbown, P. & Spada, N. (1999). Time and the distribution of time in L2 instruction. TESOL Quarterly, 33, 4, 655–80.CrossRefGoogle Scholar
Conrad, D. (1999). The student view on effective practices in the college elementary and intermediate foreign language classroom. Foreign Language Annals, 32, 4, 494512.Google Scholar
Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27, 4, 493514.CrossRefGoogle Scholar
Crystal, D. (1997). English as a global language, Cambridge: Cambridge University Press.Google Scholar
Cummins, J. (1984). Wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students. In: Rivera, C. (ed.). Language proficiency and academic achievement, Clevedon: Multilingual Matters, 29.Google Scholar
Dagenais, D. & Day, E. (1999). Home language practices of trilingual children in French immersion. The Canadian Modern Language Review, 56, 1, 99123.Google Scholar
Daller, H. & Grotjahn, R. (1999). The language proficiency of Turkish returnees from Germany: an empirical investigation of academic and everyday language proficiency. Language, Culture and Curriculum, 12, 2, 156–72.CrossRefGoogle Scholar
De Courcy, M., Burston, M. & Warren, J. (1999). Interlanguage development in the first three years of a French bilingual program, Babel, 34, 2, 1419.Google Scholar
Dewaele, J-M. & Furnham, A. (1999). Extraversion: the unloved variable in applied linguistic research. Language Learning, 49, 3, 509–44.Google Scholar
Dlaska, A. (1999). Suggestions for a subject-specific approach in teaching foreign languages to engineering and science students. System, 27, 3, 401–17.Google Scholar
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273–84.Google Scholar
Duverger, J. (ed.) (2000). Le français dans le monde. Recherche et applications. Actuatité de l'enseignement bilingue. Hachette.Google Scholar
Ehlers, S. (1999). Zum Wendel in der Lesetheorie und seine Folgen für die Fremdsprachendidaktik. Zeitschrift für Fremdsprachenforschung, 10, 2, 177207.Google Scholar
Eken, D. K. (1999). Through the eyes of the learner: observations of teaching and learning. ELT Journal, 53, 4, 240–48.Google Scholar
Ellis, R. (1999a). Input-based approaches to teaching grammar: a review of classroom-oriented research. Annual Review of Applied Linguistics, 19, 6480.CrossRefGoogle Scholar
Ellis, R. (1999b). Item versus system learning: explaining free variation. Applied Linguistics, 20, 4, 460–80.Google Scholar
Ellis, R. & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 2, 285302.Google Scholar
Faraco, M. & Kida, T.Acquisition de L2 et séquences d'apprentissage: degré de stabilité interactive. IRAL, 37, 3, 215–30.Google Scholar
Foster, P. & Skehan, P. (1999). The influence of source of planning on task-based performance. Language Teaching Research, 3, 3, 215–47.CrossRefGoogle Scholar
Frankenherg-Garcia, A. (1999). Providing student writers with pre-text feedback. ELT Journal, 53, 2, 100106.CrossRefGoogle Scholar
Franson, C. (1999). Mainstreaming learners of English as an additional language: the classteacher's perspective. Language, Culture and Curriculum, 12, 1, 5971.Google Scholar
Freeman, M. (1999). The language learning activities of students of EFL and French at two universities. Language Learning Journal, 19, 8088.Google Scholar
Gardner, R. C. (1985). Social psychology and second language learning. London: Arnold.Google Scholar
Gass, S. (1999). Discussion: incidental vocabulary learning. Studies in Second Language Acquisition, 21, 3, 319–34.CrossRefGoogle Scholar
Gass, S., Mackey, A., Alvarez-Torres, M-J. & Fernánoez-García, M. (1999). The effects of task repetition and linguistic output. Language Learning, 49, 4, 549–81.Google Scholar
Gatbonton, E. (1999). Investigating experienced ESL teachers' pedagogical knowledge. The Modern Language Journal, 83, 1, 3550.CrossRefGoogle Scholar
Grotjahn, R. (1999). Thesen zur empirischen Forschungs-methodologie. Zeitschrift für Fremdsprachenforschung, 10, 1, 133–58.Google Scholar
Han, Z. & Selinker, L. (1999). Error resistance: towards an empirical pedagogy. Language Teaching Research, 3, 3, 248–75.CrossRefGoogle Scholar
Helbig, B. (1999). Textarbeit im bilingualen deutsch-französischen Unterricht: eine deskriptiv-interpretive Studie. Zeitschrift für Fremdsprachenforschung, 10, 2, 304307.Google Scholar
Herron, C., Cole, S. P., Corrie, C. & Dubreil, S. (1999), The effectiveness of a video-based curriculum in teaching culture. The Modern Language Journal, 83, 4, 518–33.CrossRefGoogle Scholar
Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners' beliefs about language learning: a review of BALLI studies. System, 27, 4, 557–76.CrossRefGoogle Scholar
Horst, M. & Meara, P. (1999). Test of a model for predicting second language lexical growth through reading. The Canadian Modern Language Review, 56, 2, 309–30.CrossRefGoogle Scholar
Hotho, S. (1999). Motivation in an ab initio German classroom. Language Learning Journal, 20, 37–14.CrossRefGoogle Scholar
Huckin, T. & Coady, J. (1999). Incidental vocabulary acquisition in a second language: a review. Studies in Second Language Acquisition, 21, 3, 181–94.CrossRefGoogle Scholar
Jacobs, G. M., Renandya, W. A. & Bamford, J. (1999). Annotated bibliography of works on extensive reading in a second language. Reading in a Foreign Language, 12, 2, 381–88.Google Scholar
Johnstone, R., Harlen, W., MacNeil, M., Stradling, R. & Thorpe, G. (1999). The attainments of pupils receiving Gaelicmedium primary education in Scotland. University of Stirling, Scottish CILT for the Scottish Executive Education Department.Google Scholar
Kojic-Sabo, I. & Lightbown, P. (1999). Students' approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83, 2, 176–92.CrossRefGoogle Scholar
Kormos, J. (1999a). The effect of speaker variables on the self-correction behaviour of L2 learners. System, 27, 2, 207–22.CrossRefGoogle Scholar
Kormos, J. (1999b). Monitoring and self-repair in L2. Language Learning, 49, 2, 303–42.Google Scholar
Kramsch, C. & Anderson, R. W. (1999). Teaching text and context through multimedia. Language Learning and Technology, 2, 2, 3142.Google Scholar
Kubota, R. (1999a). Word processing and WWW projects in a college Japanese language class. Foreign Language Annals, 32, 2, 205–18.Google Scholar
Kubota, R. (1999b). Learning Japanese via satellite in an American high school: a case study. Foreign Language Annals, 32, 3, 329–47.CrossRefGoogle Scholar
Lamy, M-N. & Goodfellow, R. (1999). ‘Reflective conversation’ in the virtual language classroom. Language Teaching and Technology, 2, 2, 4361.Google Scholar
Lewkowicz, J. A. & Nunan, D. (1999). The limits of collaborative evaluation. TESOL Quarterly, 33, 4, 681700.Google Scholar
Lyster, R. (1999). La négotation de la forme: la suite … mais pas la fin. The Canadian Modern Language Review, 55, 3, 358–84.Google Scholar
Mackey, A. (1999). Input, interaction and second language development: an empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 4, 557–88.CrossRefGoogle Scholar
Magilow, D. (1999). Case study 2: error correction and classroom effect. Unterrichtspraxis, 32, 2, 125–29.CrossRefGoogle Scholar
Markham, P. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32, 3, 321–28.CrossRefGoogle Scholar
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: what do language learners believe about their learning? Language Learning, 49, 3, 377415.CrossRefGoogle Scholar
Moyer, A. (1999). Ultimate attainment in L2 phonology: the critical factors of age, motivation and instruction. Studies in Second Language Acquisition, 21, 1, 81108.Google Scholar
Myles, F., Mitchell, R. & Hooper, J. (1999). Interrogative chunks in French L2: a basis for creative construction? Studies in Second Language Acquisition, 21, 1, 4980.Google Scholar
Muller, K. E. (1999). Of language utility, status, and enrollments. Underrichtspraxis, 32, 1, 1121.CrossRefGoogle Scholar
Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32, 4, 469–79.CrossRefGoogle Scholar
Naiman, N., Stern, H. H. & Tedesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.Google Scholar
Nation, P. & Wang, K. M. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12, 2, 355–80.Google Scholar
Negretti, R. (1999). Web-based activities and SLA: a conversation analysis research approach. Language Learning and Technology, 3, 1, 7587.Google Scholar
New, E. (1999). Computer-aided writing in French as a foreign language: a qualitative and quantitative look at the process of revision. The Modern Language Journal, 83, 1, 8098.CrossRefGoogle Scholar
Nikolov, M. (1999). ‘Why do you learn English?’ ‘Because the teacher is short.’ A study of Hungarian children's foreign language learning motivation. Language Teaching Research, 3, 1, 3356.CrossRefGoogle Scholar
Noels, K., Clément, R. & Pelletier, L. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. The Modern Language Journal, 83, 1, 2334.Google Scholar
The Nuffield Languages Inquiry (2000). Languages: the next generation. London: The Nuffield Foundation.Google Scholar
Nunan, D. (1999). A foot in the world of ideas: graduate study through the internet. Language Learning and Technology, 3, 1, 5274.Google Scholar
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 1, 109–48.Google Scholar
Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186214.Google Scholar
Pienemann, M., Johnston, M. & Brindley, J. (1988). Constructing an acquisition-based procedure for second language assessment. Studies in Second Language Acquisition, 10, 217–13.Google Scholar
Phillipson, R. (1999). Voice in global English:unheard chords in Crystal loud and clear. Applied Linguistics, 20, 2, 265–76.Google Scholar
Purdie, N. & Oliver, R. (1999). Language learning strategies used by bilingual school-aged children. System, 27, 3, 374–88.Google Scholar
Qian, D. (1999). Assessing the role of depth and breadth of vocabulary knowledge in ESL reading comprehension. The Canadian Modern Language Review, 56, 2, 282308.Google Scholar
Rampton, B. (1999). Dichotomies, difference and ritual in second language learning and teaching. Applied Linguistics, 20, 3, 316–41.Google Scholar
Rankin, J. (1999). A role for action research in the foreign language classroom. Unterrichtspraxis, 32, 2, 109–19.CrossRefGoogle Scholar
Read, J. (1999). Immersion Indonesian at Rowville Secondary College. Babel, 34, 2, 49.Google Scholar
Reagan, T. (1999). Constructivist epistemology and second/foreign language pedagogy. Foreign Language Annals, 32, 4, 413–25.CrossRefGoogle Scholar
Reeder, K., Buntain, J., & Takakuwa, M. (1999). Intensity of L2 instruction and biliterate proficiency in the intermediate years of a French immersion program. The Canadian Modern Language Review, 56, 1, 4972.Google Scholar
Rosa, E. & O'Neill, M. D. (1999). Explicitness, intake and the issue of awareness: another piece to the puzzle. Studies in Second Language Acquisition, 21, 4, 511–56.Google Scholar
Rott, S. (1999). The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 4, 589620.Google Scholar
Ruiz-Funes, M. (1999). The process of reading-to-write used by a skilled Spanish-as-a-Foreign Language student: a case study. Foreign Language Annals, 32, 1, 4562.CrossRefGoogle Scholar
Saito, Y., Horwitz, E. K. & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language journal, 83, 2, 202–18.Google Scholar
Sato, K. & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): practical understandings. The Modern Language Journal, 83, 4, 494517.Google Scholar
Schmidt, R. (1995). Consciousness and foreign language learning: a tutorial on the role of attention and awareness in learning. In: Schmidt, R. (ed.), Attention and awareness in foreign language learning, Honolulu: University of Hawai'i Press, 163.Google Scholar
Shehadeh, A. (1999). Non-native speakers' productions of modified comprehensible output and second language learning. Language Learning, 49, 4, 627–75.CrossRefGoogle Scholar
Skehan, P. & Foster, P. (1999). The influence of task-structure and processing conditions on narrative retellings. Language Learning, 49, 1, 93120.Google Scholar
Skinner, B. & Austin, R. (1999). Computer conferencing: does it motivate EFL students? ELT Journal, 53, 4, 270–80.Google Scholar
Spada, N. & Lightdown, P. M. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. The Modern Language journal, 83, 1, 122.Google Scholar
Stables, A. & Wikeley, F. (1999). From bad to worse? Pupils' attitudes to modern foreign languages at ages 14 and 15. Language Learning journal, 20, 2731.Google Scholar
Swain, M. (1995). Three functions of output in second language learning. In Cook, G. & Seidlehofer, B. (eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson, Oxford: Oxford University Press, 125–44.Google Scholar
Talburt, S. & Stewart, M. A. (1999). What's the subject of study abroad?: Race, gender and ‘living culture’. The Modern Language Journal, 83, 2, 163–75.Google Scholar
Tanaka, D. J. (1999). Case study 1: grammar, tasks and attention. Unterrichtspraxis, 32, 2, 120–24.Google Scholar
Tarone, E. & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79, 166–78.Google Scholar
Taylor, C., Kirsch, I., Eignor, D. & Jamieson, J. (1999). Examining the relationship between computer familiarity and performance on computer-based language tasks. Language Learning, 49, 2, 275302.CrossRefGoogle Scholar
Tisdell, M. (1999). German language production in young learners taught science and social science through partial immersion in German. Babel, 34, 2, 2630.Google Scholar
Towell, R. & Tomlinson, P. (1999). Language curriculum development research at university level. Language Teaching Research, 3, 1, 132.Google Scholar
Turnbull, M. (1999). Multidimensional project-based teaching in French Second Language (FSL): A process-product case study. The Modern Language Journal, 83, 4, 548–68.CrossRefGoogle Scholar
Umino, T. (1999). The use of self-instructional broadcast materials for second language learning: an investigation in the Japanese context. System, 27, 3, 309–28.CrossRefGoogle Scholar
Walsh, A. & Yeoman, E. (1999). Making sense of the French in French immersion: concept development in early Fl. The Canadian Modern Language Review, 55, 3, 339–54.Google Scholar
Wells, G. (1999). Language and education: reconceptualising education as dialogue. Annual Review of Applied Linguistics, 19, 135–55.Google Scholar
Wenden, A. L. (1999). An introduction to ‘Metacognitive knowledge and beliefs in language learning’: beyond the basics. System, 27, 4, 435–42.Google Scholar
Wesche, M. & Paribakht, S. (1999). Introduction. Studies in Second Language Acquisition, 21, 3, 175–80.Google Scholar
Weyers, J. (1999). The effect of authentic video on communicative competence. The Modern Language Journal, 83, 3, 339–49.Google Scholar
White, C. (1999). Expectations and emergent beliefs of self-instructed language learners. System, 27, 4, 443–58.Google Scholar
Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 4, 583625.CrossRefGoogle Scholar
Williams, M. & Burden, R. (1999). Students' developing conceptions of themselves as language learners. The Modern Language journal, 83, 2, 193201.CrossRefGoogle Scholar
Wode, H. (1999). Incidental vocabulary acquisition in the foreign language classroom. Studies in Second Language Acquisition, 21, 2, 243–58.CrossRefGoogle Scholar
Young, D. (1999). Linguistic simplification of SL reading material: effective instructional practice? The Modern Language Journal, 83, 3, 350–66.CrossRefGoogle Scholar