Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-27T12:03:41.709Z Has data issue: false hasContentIssue false
  • English
  • Français

Research on language learning and teaching: 1995

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 29 , Issue 3 , July 1996 , pp. 145 - 160
Copyright
Copyright © Cambridge University Press 1996

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

Bell, S. (1995). Storyline as an approach to language teaching. Die Neueren Sprachen, 94, 1, 5–26.Google Scholar
Boyle, R. (1995). Language teaching at a distance: from the first generation model to the third. System, 23, 3, 283–94.Google Scholar
Braidi, S. (1995). Reconsidering the role of interaction and input in second language acquisition. Language Learning, 45, 1, 141–75.CrossRefGoogle Scholar
Brandl, K. K. (1995). Strong and weak students' preferences for error feedback options and responses. The Modern Language Journal, 79, 2, 194–211.Google Scholar
Cadierno, T. (1995). Formal instruction from a processing perspective: an investigation into the Spanish past tense. The Modern Language Journal, 79, 2, 179–93.CrossRefGoogle Scholar
Chalhoub-Deville, M. (1995). A contextualised approach to describing oral language proficiency. Language Learning, 45, 2, 251–81.Google Scholar
Chambers, F. & Richards, B. (1995). The ‘free conversation’ and the assessment of oral proficiency. Language Learning Journal, 11, 6–10.CrossRefGoogle Scholar
Cohen, A. D. (1995). In which language do/should multilinguals think? Language, Culture and Curriculum, 8, 2, 99–113.CrossRefGoogle Scholar
Cook, V. (1995). Multi-competence and the learning of many languages. Language, Culture and Curriculum, 8, 2, 93–8.CrossRefGoogle Scholar
Cotterall, S. (1995a). Readiness for autonomy: investigating learner beliefs. System, 23, 2, 193–206.CrossRefGoogle Scholar
Cotterall, S. (1995b). Developing a strategy for learner autonomy. ELT Journal, 49, 3, 219–27.CrossRefGoogle Scholar
Dekeyser, R. M. (1995). Learning second language grammar rules: an experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 3, 379–410.Google Scholar
Djigunovic, J. M. (1995). Attitudes of young foreign language learners: a follow-up study. In: Vilke, M. (Ed). Children and foreign languages. Zagreb, University of Zagreb, Faculty of Philosophy, 16–33.Google Scholar
Dobson, P. (1995). Handlungsorientierter Fremdsprachenunterricht in der Grundschule. Erfahrungen aus Schottland. Die Neueren Sprachen, 94, 1, 54–63.Google Scholar
Donato, R. & McCormick, D. (1994). A sociocultural perspective on language-learning strategies: the role of mediation. The Modern Language Journal, 78, 4, 453–454.Google Scholar
Dörnyei, Z. (1994). Motivating and motivation in the foreign language classroom. The Modern Language Journal, 78, 3, 273–84.CrossRefGoogle Scholar
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 1, 55–85.CrossRefGoogle Scholar
Edelenbos, P. & de Jong, J. H. A. L. (1995) Examinations in foreign languages at the end of secondary education. Tijdschrift voor Onderwijswetenschappen, 24, 5/6, Groningen.Google Scholar
Edelenbos, P. & Suhre, C. (1995). Organizational features of school-internal exams and their effects on the candidates' marks. In: Edelenbos, P. & De Jong, J. H. A. L. (eds), op cit, 238–48.Google Scholar
Ehlers, S. (1995). Kooperatives Lernen und Transfer von Lesestrategien. Die Neueren Sprachen, 94, 5, 479–88.Google Scholar
Ehrman, M. E. & Oxford, R. L. (1995). Cognition plus: correlates of language learning success. The Modern Language Journal, 79, 1, 67–89.CrossRefGoogle Scholar
Estebanez, S. & Feltham, A.Sección Bilingüe: GCSE business studies through Spanish. Language Learning Journal, 11, 47–51.CrossRefGoogle Scholar
Felder, R. M. & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language acquisition. Foreign Language Annals, 28, 1, 21–31.Google Scholar
Finkbeiner, C. (1995). Überlegungen zur Textarbeit in einem lernaktiven Fremdsprachenunterricht. Die Neueren Sprachen, 94, 4, 372–87.Google Scholar
Flowerdew, J. & Tauroza, S. (1995). The effect of discourse markers on second language lecture comprehension. Studies in Second Language Acquisition, 17, 4, 435–58.Google Scholar
Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. The Modern Language Journal, 79, 3, 329–44.CrossRefGoogle Scholar
Freudenstein, R. (1995). Motivation „zum Anfassen‟. Lernpsychologische Folgerungen für ein handlungsorientiertes Lernen im Fremdsprachenunterricht. Fremdsprachenunterricht, 2, 81–5.Google Scholar
Froc, M. L. (1995). Error correction in French immersion. Canadian Modern Language Review, 51, 4, 708–19.Google Scholar
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.Google Scholar
Gardner, R. C. & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. The Modern Language Journal, 78, 3, 359–68.Google Scholar
Graham, S. & Rees, F. (1995). Gender differences in language learning: the question of control. Language Learning Journal, 11, 18–19.Google Scholar
Gremmo, M-J. & Riley, P. (1995). Autonomy, self-direction and self access in language teaching and learning: the history of an idea. System, 23, 2, 151–64.Google Scholar
Halleck, G. B. (1995). Assessing oral proficiency: a comparison of holistic and objective measures. The Modern Language Journal, 79, 2, 223–34.Google Scholar
Hanley, J. E. B., Herron, C. A. & Cole, S. P. (1995). Using video as an advance organiser to a written passage in the FLES classroom. The Modern Language Journal, 79, 1, 37–66.Google Scholar
Harley, B., Howard, J. & Hart, D. (1995). Second language processing at different ages: do younger learners pay more attention to prosodic cues to sentence structure? Language Learning, 45, 1, 42–71.Google Scholar
Herron, C. A., Hanley, J. E. B. & Cole, S. P. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79, 3, 387–95.Google Scholar
Ho, J. & Crookall, D. (1995). Breaking with Chinese cultural traditions: learner autonomy in English language teaching. System, 23, 2, 235–43.CrossRefGoogle Scholar
Hotho-Jackson, S. (1995). Motivation and group context: tackling the drop-out factor. Language Learning Journal, 11, 20–3.CrossRefGoogle Scholar
Jahr, S. (1995). Strategien zum Textverstehen bei der Sprachvermittlung. Die Neueren Sprachen, 94, 5, 504–13.Google Scholar
Jones, J. F. (1995). Self-access and culture: retreating from autonomy. ELT Journal, 49, 3, 228–34.CrossRefGoogle Scholar
Johnston, J. & Milne, L. (1995). Scaffolding second language communicative discourse with teacher-controlled multimedia. Foreign Language Annals, 28, 3, 315–29.Google Scholar
Kang, S. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23, 1, 43–56.Google Scholar
Ke, C. & Reed, D. J. (1995). An analysis of results from the ACTFL oral proficiency interview and the Chinese proficiency test before and after intensive instruction in Chinese as a foreign language. Foreign Language Annals, 28, 2, 208–22.Google Scholar
Kern, R. G. (1995a). Restructuring classroom interaction with networked computers: effects on quantity and characteristics of language production. The Modern Language Journal, 79, 4, 457–76.CrossRefGoogle Scholar
Kern, R. G. (1995b). Students' and teachers' beliefs about language learning. Foreign Language Annals, 28, 1, 71–92.Google Scholar
Kim, S-A. (1995). Types and sources of problems in L2 reading: a qualitative analysis of the recall protocols by Korean high school EFL students. Foreign Language Annals, 28, 1, 49–70.Google Scholar
Klein, E. (1995). Second versus third language acquisition: is there a difference? Language Learning, 45, 3, 419–65.Google Scholar
Kramsch, C. (1995), The cultural component of language teaching. Language, Culture and Curriculum, 8, 2, 83–92.Google Scholar
Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon.Google Scholar
Lakshmanan, U. (1995). Child second language acquisition of syntax. Studies in Second Language Acquisition, 17, 3, 331–52.Google Scholar
Leow, R. P. (1993). To simplify or not to simplify. A look at intake. Studies in Second Language Acquisition, 15, 2, 333–55.Google Scholar
Leow, R. P. (1995). Modality and intake in second language acquisition. Studies in Second Language Acquisition, 17, 1, 79–90.Google Scholar
Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 23, 2, 175–82.CrossRefGoogle Scholar
Low, L., Duffield, J., Brown, S. & Johnstone, R. (1993). Evaluating foreign languages in primary schools. Stirling: Scottish CILT, University of Stirling.Google Scholar
Low, L., Brown, S., Johnstone, R. & Pirrie, A. (1995). Foreign languages in primary schools. Evaluation of the Scottish pilot projects: final report. Stirling: Scottish CILT, University of Stirling.Google Scholar
Lussier, D. & Massé, C. (1995). Un bain culturel et linguistique de trois mois en milieu francophone, peut-il effacer les lacunes de l'immersion? Canadian Modern Language Review, 52, 1, 59–80.Google Scholar
Macfarlane, A. & Wesche, M. B. (1995). Immersion outcomes: beyond language proficiency. Canadian Modern Language Review, 51, 2, 250–74.Google Scholar
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: links to proficiency. The Modern Language Journal, 79, 3, 372–86.CrossRefGoogle Scholar
Meara, P. (1995). The importance of an early emphasis on L2 vocabulary. The Language Teacher, 19, 2, 8–10.Google Scholar
Metcalfe, P., Laurillard, D. & Mason, R. (1995). The decline of written accuracy in pupils' use of French verbs. Language Learning Journal, 12, 47–50.Google Scholar
Milton, J. & Meara, P. (1985). How periods abroad affect vocabulary growth in a foreign language. ITL, 107/8, 17–34.Google Scholar
Munro, M. J. & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45, 1, 73–97.CrossRefGoogle Scholar
Nagata, N. & Swisher, M. V. (1995). A study of consciousness-raising by computer: the effect of metalinguistic feedback on second language learning. Foreign Language Annals, 28, 3, 337–47.Google Scholar
Oliva, M. & Pollastrini, Y. (1995). Internet resources and second language acquisition: an evaluation of virtual immersion. Foreign Language Annals, 28, 4, 551–63.Google Scholar
Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition, 17, 4, 459–83.Google Scholar
Oscarson, M. (1995). A national evaluation programme in the Swedish Compulsory School: assessment of achievement programme in foreign languages. System, 23, 3, 295–306.Google Scholar
Okamura, A. (1995). Teachers' and nonteachers' perception of elementary learners' spoken Japanese. The Modern Language Journal, 79, 1, 29–40.Google Scholar
Ott, J. G. (1995). Hören - Verstehen - Begreifen: eine interkulturelle Analyse einer HV-Sequenz. Die Neueren Sprachen, 94, 5, 514–32.Google Scholar
Oxford, R. L. & Burry-Stock, J. A. B. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (Sill). System, 23, 1, 1–24.Google Scholar
Oxford, R. L. & Ehrman, M. E. (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System, 23, 3, 359–86.Google Scholar
Palmunen, K. F. (1995). From dependency to self-directed learning: implementing an elementary French program for adults in the Western College. Foreign Language Annals, 28, 3, 348–59.Google Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes and outcomes. Language Learning, 44, 3, 493–527.Google Scholar
Pickard, N. (1995). Out-of-class language learning strategies: Three case studies. Language Learning Journal, 12, 35–7.Google Scholar
Pijl, Y. J. (1995). Discrepancies between school-internal and national exams in Dutch secondary education. In: Edelenbos, P. & De Jong, J. H. A. L. (Eds), op cit, 249–61.Google Scholar
Porte, G. K. (1995). Writing wrongs: copying as a strategy for underachieving EFL writers. ELT Journal, 49, 2, 144–51.Google Scholar
Robinson, P. (1995a). Review Article: Attention, memory, and the ‘noticing’ hypothesis. Language Learning, 45, 2, 283–331.Google Scholar
Robinson, P. (1995b). Task complexity and second language narrative discourse. Language Learning, 45, 1, 99–140.Google Scholar
Rusciolelli, J. (1995) Student responses to reading strategies instruction. Foreign Language Annals, 28, 2, 262–73.CrossRefGoogle Scholar
Salamone, A. M. & Palma, E. (1995). Immersion grammar: a changing portrait of Glenwood School. Foreign Language Annals, 28, 2, 223–33.CrossRefGoogle Scholar
Salters, J., Neil, P. & Jarman, R. (1995). Why did the French bakers spit in the dough? Language Learning Journal, 11, 26–9.Google Scholar
Schmitt, N. & Schmitt, D. (1995). Vocabulary notebooks: theoretical underpinnings and practical suggestions. ELT Journal, 49, 2, 133–42.Google Scholar
Sanaoui, R. (1995). Adult learners' approaches to learning vocabulary in second languages. The Modern Language Journal, 79, 1, 15–28.CrossRefGoogle Scholar
Scott, R. & Rodgers, B. (1995). Changing teachers' conceptions of teaching writing. Foreign Language Annals, 28, 2, 234–46.CrossRefGoogle Scholar
Slavoff, G. R. & Johnson, J. S. (1995). The effects of age on the rate of learning a second language. Studies in Second Language Acquisition, 17, 1, 1–16.Google Scholar
Solmecke, G. (1995). Motivationsprobleme im Englishunterricht und einige Vorschläge zu ihrer Bewältigung. Fremdsprachenunterricht, 1, 2–8.Google Scholar
St. Pierre, L., Laing, D. & Morton, L. (1995). The Influence of French on the English spelling of children in early French immersion. Canadian Modern Language Review, 51, 2, 330–47.Google Scholar
Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16, 3, 371–91.Google Scholar
Tarone, E. & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79, 2, 166–78.Google Scholar
Tremblay, P. E. & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 4, 505–20.Google Scholar
Van der Keilen, M. (1995). Use of French, attitudes and motivations of French immersion students. Canadian Modern Language Review, 51, 2, 287–304.Google Scholar
Van Patten, B. & Cadierno, T. (1993). Input processing and second-language acquisition: a role for instruction. The Modern Language Journal, 77, 1, 45–57.Google Scholar
Victori, M. & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23, 2, 223–34.Google Scholar
Vilke, M. (1995a). Children and foreign languages in Croatian primary schools: four years of a project. In: Vilke, M. (ed.) (1995b). Children and Foreign Languages. Zagreb: University of Zagreb, Faculty of Philosophy, 1–15.Google Scholar
Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79, 1, 41–56.Google Scholar
Vrhovac, Y. Un an après: l'analyse de la compétence discursive des petits apprenants de français. In: Vilke, M. (Ed). Children and foreign languages, Zagreb, University of Zagreb, Faculty of Philosophy, 34–52.Google Scholar
Warden, M., Lapkin, S., Swain, M. & Hart, D. (1995). Adolescent language learners on a three-month exchange: insights from their diaries. Foreign Language Annals, 28, 4, 537–550.Google Scholar
Weinert, R. (1994). Some effects of a foreign-language classroom on the development of German negation. Applied Linguistics, 15, 1, 76–101.Google Scholar
Weinert, R. (1995). The role of formulaic language in second language acquisition: a review. Applied Linguistics, 16, 2, 180–205.Google Scholar
Wenden, A. (1995). Learner-training in context: a knowledge-based approach. System, 23, 2, 183–94.Google Scholar
Westhoff, G. J. (1995). Kognitive und metakognitive (Lern-) Handlungen und ihr Effekt auf die Leseleistung in der Fremdsprache. Die Neueren Sprachen, 94, 5, 489–503.Google Scholar
White, C. (1995). Autonomy and strategy use in distance foreign language learning: research findings. System, 23, 2, 207–22.Google Scholar
Young, R. (1995). Conversational style in language proficiency interviews. Language Learning, 45, 1, 3–42.Google Scholar
Zobl, H. (1995). Converging evidence for the ‘acquisition-learning’ distinction. Applied Linguistics, 16, 1, 35–56.Google Scholar