scholarly journals Language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. 45-49
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Exploratory Study ◽  
Primary Schools ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Modern Language ◽  
Defense Language Institute ◽  
Language And Education ◽  
Modern Language Journal

07–01Arkoudis, Sophie (U Melbourne, Australia; [email protected]), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.07–02Barwell, Richard (U Bristol, UK; [email protected]), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.07–03Cheng, An Chung (U Toledo, USA) & Clara C. Mojica-Diaz, The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive. Applied Language Learning (Defense Language Institute) 16.1 (2006), 17–36.07–04Creese, Angela (U Birmingham, UK; [email protected]), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.07–05Davison, Chris (U Hong Kong, China; [email protected]), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.07–06Freiermuth, Mark & Douglas Jarrell (Gunma Prefectural Women's U, Japan; [email protected]), Willingness to communicate: Can online chat help?International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 189–212.07–07Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.07–08Jenkins, Jennifer (King's College London, UK; [email protected]), Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 137–162.07–09Kaur, Jagdish & Volker Hegelheimer (Iowa State U, USA), ESL students' use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 287–310.07–10Lyster, Roy (McGill U, Canada; [email protected]) & Hirohide Mori, Interactional feedback and instructional counterbalance.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.07–11Nakatani, Yasuo (Nakamura Gakuen U, Japan; [email protected]), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.07–12Naughton, Diane (U Granada, Spain; [email protected]), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.07–13Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.07–14Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.07–15Plonsky, Luke & Susana V. Mills (Northern Arizona U, USA), An exploratory study of differing perceptions of error correction between a teacher and students: Bridging the gap. Applied Language Learning (Defense Language Institute) 16.1 (2006), 55–77.07–16Strauss, Susan (Pennsylvania State U, USA; [email protected]), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006) 185–209.07–17Vizconde, Camilla (U San Tomas, Philippines; [email protected]), English language instruction in the Philippine basic education program. RELC Journal (Sage) 37.2 (2006), 260–273.07–18Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.07–19Wedin, Asa (Högskolan Dalarna, Falun, Sweden), Literacy practices in rural Tanzania: The case of Karagwe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 225–240.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (4) ◽  
pp. 239-242
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Applied Linguistics ◽  
Sao Paulo ◽  
São Paulo ◽  
Proximal Development ◽  
Modern Language ◽  
English Grammar ◽  
Language And Education ◽  
Modern Language Journal

05–587Allwright, Dick (U of Lancaster; [email protected]), Developing principles for practitioner research: the case of exploratory practice. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 353–366.05–588De Klerk, Vivian (Rhodes U, South Africa; [email protected]), The use ofactuallyin spoken Xhosa English: a corpus study. World Englishes (Oxford, UK) 24.3 (2005), 275–288.05–589E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 38–54.05–590Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; [email protected]), The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning (Malden, MA, USA) 55.2 (2005), 191–228.05–591Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation. JALT Journal (Tokyo, Japan) 27.1 (2005), 5–31.05–592Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; [email protected]), Sheffield corpus of Chinese for diachronic linguistic study. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 281–293.05–593Hudson, Richard (U College London, UK) & John Walmsley, The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics (Cambridge, UK) 41.3 (2005), 593–622.05–594Johnson, Greer Cavallaro (Griffith U, Australia; [email protected]), Simon Clarke & Neil Dempster, The discursive (re)construction of parents in school texts. Language and Education (Clevedon, UK) 19.5 (2005), 380–399.05–595Ohta, Amy Snyder (U of Washington, USA; [email protected]), Interlanguage pragmatics in the zone of proximal development. System (Amsterdam, the Netherlands) 33.3 (2005), 503–517.05–596Pica, Teresa (U of Pennsylvania, Philadelphia, USA; [email protected]), Classroom learning, teaching, and research: a task-based perspective. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 339–352.05–597Sardinha, Berber (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), A influência do tamanho do corpus de referência na obtenção de palavaras-chave usando o programa computacional WordSmith Tools [The influence of reference corpus size on WordSmith Tools keywords extraction]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 183–204.05–598Seedhouse, Paul (U of Newcastle upon Tyne, UK; [email protected]), ‘Task’ as research construct. Language Learning (Malden, MA, USA) 55.3 (2005), 533–570.05–599Spada, Nina (U of Toronto, Canada; [email protected]), Conditions and challenges in developing school-based SLA research programs. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 328–338.05–600Von Staa, Betina (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), Deselvomiento de interpretações literárias lógicas e coerentes [Development of loigical and coherent literary interpretations]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 157–181.05–601Wong, Jock (Australian National U, Canberra, Australia; [email protected]), ‘Why you so Singlishone?’A semantic and cultural interpretation of the Singapore English particleone. Language in Society (Cambridge, UK), 34.2 (2005), 239–275.

scholarly journals Systematic Review of Research in Second Language Acquisition: A Snapshot of the Past Ten Years (2009 – September 2019)

2019 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Research Trends ◽  
Future Research ◽  
Modern Language ◽  
The Past ◽  
Modern Language Journal

The purpose of this systematic review is to provide second language acquisition (SLA) researchers with an overview of research trends in this field in the last ten years (2009-2019). In doing so, three international peer-reviewed journals, Studies in Second Language Acquisition, Language Teaching Research, and The Modern Language Journal, were selected. 150 articles were systematically selected and analyzed. The analysis of data resulted in identifying six descriptive themes. Results showed that some areas of second language acquisition still need further exploration while some areas are of great interest for researchers. Some suggestions for future research as well as implications of the study were discussed in detail.

Quelques Livres Sur L’enseignement Des Langues Vivantes; Didactique Des Langues Vivantes; Language and Language Learning; How to Teach Foreign Languages Effectively; Audio-Visual Techniques in Teaching Foreign Languages; Audio-Visual Techniques in Teaching Foreign Languages; The Language Laboratory and Modern Language Teaching; Teaching French: An Introduction to Applied Linguistics; The Teaching of Modern Languages; Learning Modern Languages; A Language Teacher’s Guide; Teaching a Modern Language; How to Teach a Foreign Language; Modern Languages for Modern Schools; Twentieth Century Modern Language Teaching; Planning the Modern Language LessonQuelques Livres sur L’Enseignement des Langues Vivantes (Pour avoir une liste plus complète, prière d’envoyer une longue enveloppe timbrée et 10 cents pour le papier, etc.)Didactique des Langues Vivantes - Fr. Closset. Didier, 1953.Language and Language Learning, Theory and Practice - Nelson Brooks. Gage, I960.How to Teach Foreign Languages Effectively - T. Huebener. New York University Press, 1959.Audio-Visual Techniques in Teaching Foreign Languages - Huebener. New York University Press, 1960.The Language Laboratory and Modern Language Teaching - E. M. Stack. Oxford University Press, 1960.Teaching French: An Introduction to Applied Linguistics - R. L. Politzer. Ginn, 1960.The Teaching of Modern Languages — The University of London Press, 1956.Learning Modern Languages - F. M. Hodgson. Routledge & Kegan Paul, 1955.A Language Teacher’s Guide - E. Méras. Harper, 1954 and 1962.Teaching a Modern Language - V. Mallinson. W. Heinemann Ltd., Toronto, 1953.How to Teach a Foreign Language - O. Jespersen. Allen & Unwin Ltd., 1917.Modern Languages for Modern Schools - W. V. Kaulfers. McGraw Hill, Toronto, 1942.Twentieth Century Modern Language Teaching - Edited by M. Newmark. The Philosophical Library, N.Y., 1948.Planning the Modern Language Lesson - W. H. Rice (Editor). Syracuse University Press, 1946.

1963 ◽  
Vol 19 (4) ◽  
pp. 44-44
Author(s):  
Sadie M. Boyles
Keyword(s):  
New York ◽  
Twentieth Century ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
New York University ◽  
Language Laboratory ◽  
Modern Language

Reframing Technology's Role in Language Teaching: A Retrospective Report

2019 ◽  
Vol 39 ◽  
pp. 8-23 ◽  
Author(s):  
Lara Lomicka ◽  
Gillian Lord
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Annual Review ◽  
Computer Assisted ◽  
Modern Language Association ◽  
Modern Language

AbstractAs the field of applied linguistics ponders and even embraces the myriad roles technology affords language education, we frame this critical report within the context of the Modern Language Association's 2007 report, along with earlier state-of-the-field Annual Review of Applied Linguistics (ARAL) pieces (e.g., Blake, 2007; 2011) to consider not only where we've come from but also, crucially, where the field is headed. This article begins with an overview of the field, examining the role of technology and how it has been leveraged over decades of language teaching. We also explore issues such as the goals established by the Modern Language Association (MLA) with respect to shaping technological vision and the role of technology in enhancing the field of language education. We use this critical assessment to offer insights into how the field of computer-assisted language learning (CALL) can help shape the future of language teaching and learning.

scholarly journals From the editor

2017 ◽  
Vol 6 (3) ◽  
pp. 111
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 From the Editor Assoc. Prof. Dr. Ali RahimiMessage from EditorDear Readers,It is a great honor for us to publish August 2016 - Vol 6, No 3 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics. Keyword and Full Video Captioning in Listening Comprehension, Infants’ Acquisition of Words Before Concepts, Pragmatics, Task Complexity , Language Use of Patients With Early-Onset Alzheimer’s Disease, Headings in Theses and Research Articles in Applied Linguistics, and Developing Intercultural Competence have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

scholarly journals Editor's Introduction

2011 ◽  
Vol 31 ◽  
pp. vi-vii
Author(s):  
Charlene Polio
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Collaborative Writing ◽  
Asia Pacific ◽  
Annual Review ◽  
Second Languages ◽  
Specific Skill ◽  
Second Language Pedagogy

With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

language teaching

2007 ◽  
Vol 40 (3) ◽  
pp. i-i
Keyword(s):  
Second Language Acquisition ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Annual Conference ◽  
University Of Wisconsin ◽  
Listening Skill ◽  
Product And Process ◽  
L2 Listening ◽  
Teaching Learning ◽  
The University

In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill.The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared.This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison.Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA.

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