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language teaching
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language teaching abstracting journal is designed for professionals who need a convenient reference to current research in second and foreign language education.
State of the Art
Culture and language learning: teaching, research and scholarship
- Michael Byram, Anwei Feng
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- 05 April 2005, pp. 149-168
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This review of work on the cultural dimension of language teaching updates one from 1986 and shows that there has been a considerable growth in interest since then. The focus has been largely on the elaboration of conceptual models and theories and the development of teaching and training approaches; much less effort has been devoted to empirical research investigating the impact of such developments and building up a body of knowledge.
Abstract
Language teaching
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- Published online by Cambridge University Press:
- 05 April 2005, pp. 169-183
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04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.
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04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.
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04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.
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04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.
04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.
04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.
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04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.
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04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.
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04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.
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04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.
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04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.
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Language learning
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- 05 April 2005, pp. 183-193
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04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.
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04–317 Byon, Andrew Sangpil (State University of New York at Albany, USA; Email: abyon@albany.edu). Language socialisation and Korean as a heritage language: a study of Hawaiian classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 269–283.
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04–354 Wang, Judy Huei-Yu (Georgetown U., USA; Email: jw235@Georgetown.edu) and Guthrie, John T. Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 162–186.
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04–356 Wingate, Ursula (Oxford U., UK). Dictionary use – the need to teach strategies. Language Learning Journal (Oxford, UK), 29 (2004), 5–11.
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Language learning
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- 05 April 2005, pp. 194-197
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04–358 Bishop, Graham (Open U., UK), First steps towards electronic marking of language assignments. Language Learning Journal (London, UK), 29 (2004), 42–46.
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04–369 McNamara, Danielle S. (U. of Memphis, USA; Email: d.mcnamara@mail.psyc.memphis.edu). SERT: self-explanation reading training. Discourse Processes (New York, USA), 38, 1 (2004), 1–30.
04–370 Mokhtari, Kouider, and Reichard, Carla (Miami U., Ohio, USA; Email: mohktak@muohio.edu). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System (Oxford, UK), 32, 3 (2004), 379–394.
04–371 Mori, S. (Kinki U., Japan; Email: squiddly@leto.eonet.ne.jp). Significant motivational predictors of the amount of reading by EFL learners in Japan. RELC Journal (Singapore), 35, 1 (2004), 63–81.
04–372 O, K-M. (Dongduk U., Korea, Email: kmo@dongduk.ac.kr). Individualized Teacher-Student Interaction in EFL Writing Class: Action Research. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 99–126.
04–373 Pulido, Diana (Washington State U., USA; Email: dpulido@wsu.edu). The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity?Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 469–523.
04–374 Sasaki, Miyuki (Nagoya Gakuin U., Japan; Email: sasaki@ngu.ac.jp). A multiple-data analysis of the 3.5-Year development of EFL student writers. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 525–582.
04–375 Walczyk, Jeffrey J., Marsiglia, Cheryl S., Johns, Amanda K. and Bryan, Keli S. (Louisiana Tech U., USA; Email: Walczyk@latech.edu). Children's compensations for poorly automated reading skills. Discourse Processes (New York, USA), 37, 1 (2004), 47–66.
04–376 Walter, Catherine (Institute of Education, U. of London UK). Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory. Applied Linguistics (Oxford, UK), 25, 3 (2004), 315–339.
04–377 Wang, Xiang (Jiangsu U., PR of China). Encouraging self-monitoring in writing by Chinese students. ELT Journal (Oxford, UK), 58, 3 (2004), 238–246.
Language testing
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- 05 April 2005, pp. 198-200
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04–378 Arkoudis, Sophie (U. of Melbourne, Australia; Email: s.arkoudis@unimelb.edu.au) and O'Loughlin, Kieran. Tensions between validity and outcomes: teacher assessment of written work of recently arrived ESL students. Language Testing (London, UK), 24, 3 (2004), 284–304.
04–379 Cheng, Lyang (Queen's U. Canada; Email: chengl@educ.queensu.ca). Rogers, Todd and Hu, Huiqin. ESL/EFL instructors' classroom assessment practices: purpose, methods and procedures. Language Testing (London, UK), 24, 3 (2004), 360–389.
04–380 Davison, Chris (U. of Hong Kong, China; Email: cdavison@hkucc.hku.hk). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing (London, UK), 24, 3 (2004), 305–334.
04–381 Edelenbos, Peter (U. of Groningen and The Netherlands Language Academy, The Netherlands; Email: peter.edelenbos@talenacademie.nl) and Kubanek-German, Angelika. Teacher-assessment: the concept of ‘diagnostic competence'. Language Testing (London, UK), 24, 3 (2004), 259–283.
04–382 Laufer, Batia and Goldstein, Zahava (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 399–436.
04–383 Lee, Soyoung (Inha U., South Korea; Email: soyoungl@inha.ac.kr). A study on comparability of paper-based and computer-based reading tests scores. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 165–178.
04–384 Leung, Constant (Kings College, London, UK; Email: leung@kcl.ac.uk) and Mohan, Bernard. Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing (London, UK), 24, 3 (2004), 335–359.
04–385 MacDonald, Kim (St Francis Xavier U, Canada; Email: kmcdona@stfx.ca), Nielsen, Jean and Lai, Lisa. Selecting and using computer-based language tests (CBLTs) to assess language proficiency: guidelines for educators. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 2 (2004), 93–104.
Teacher education
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- 05 April 2005, pp. 200-203
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04–386 Benson, Carol (Stockholm U., Sweden; Email: Carol.benson@biling.su.se). Do we expect too much of bilingual teachers? Bilingual teaching in developing countries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 204–221.
04–387 Butler, Y. G. (U. of Pennsylvania USA). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 245–278.
04–388 Erben, Tony. Emerging research and practices in immersion teacher education. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 320–338.
04–389 Gray, Carol (U. of Birmingham, UK). Exploring the language teacher's mind – helping student teachers see beneath the surface. Language Learning Journal (Oxford, UK), 29 (2004), 23–31.
04–390 Hornberger, Nancy H. (Pennsylvania U., USA; Email: nancyh@gse.upenn.edu). The continua of biliteracy and the bilingual educator: educational linguistics in practice. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 155–171.
04–391 Pomphrey, Cathy (London Metropolitan U., UK). Professional development through collaborative curriculum planning in English and modern languages. Language Learning Journal (Oxford, UK), 29 (2004), 12–17.
04–392 Sharkey, Judy (U. of New Hampshire, USA). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 279–299.
04–393 Varghese, Manka (Washington U., Seattle, USA; Email: mankav@u.washington.edu). Professional development for bilingual teachers in the United States: a site for articulating and contesting professional roles. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 222–237.
04–394 Wade, Suzanne E. (U. of Utah, USA; Email: Wade@ed.utah.edu) and Fauske, Janice R. Dialogue online: prospective teachers' discourse strategies in computer-mediated discussions. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 134–160.
Bilingualism
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- 05 April 2005, pp. 203-205
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04–395 Abendroth-Timmer, Dagmar (U. of Bremen, Germany). Evaluation bilingualer Module aus Schülerperspektive: zur Lernbewusstheit und ihrer motivationalen Wirkung. [Evaluation of bilingual modules from the learners' perspective: learning awareness and its motivational effect.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 27.
04–396 Creese, Angela (Birmingham U., UK; Email: a.creese@bham.ac.uk). Bilingual teachers in mainstream secondary school classrooms: using Turkish for curriculum learning. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 189–203.
04–397 Dauster, Judith. Bilingualer Unterricht an verschiedenen Schulformen und seine Akzeptanz bei Schülern und Elter. [Bilingual teaching in various schools and its acceptance by pupils and parents.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 156–167.
04–398 Kielhöfer, Bernd. Strukturen und Entwicklungen bilingualer Sprachfähigkeit in der zweisprachigen Grundschule – eine Evaluation an der Berliner Europa-Schule Judith Kerr. [Patterns and developments of bilingual language competency in a bilingual primary school – an evaluation carried out in a Judith Kerr Europe-school in Berlin.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 168–175.
04–399 Morgan, Brian (York U., Toronto, Canada; Email: bmorgan@yorku.ca). Teacher identity as pedagogy: towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 172–188.
04–400 Rymes, Betsy (U. of Georgia,USA; Email: brymes@coe.uga.edu). Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (New York, USA), 14 (2004), 321–335.
04–401 Theis, Rolf and Werkman, Robert. Kann der Englischunterricht von bilingualen Modellen lernen? Eine empirische Untersuchung. [What the traditional approach to teach English as a foreign language can learn from bilingual models? An empirical investigation.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 145–155.
04–402 Valdés, Guadalupe (Stanford U., USA; Email: gvaldes@stanford.edu). Between support and marginalisation: the development of academic language in linguistic minority children. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 102–132.
Sociolinguistics
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- 05 April 2005, pp. 205-208
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04–403 Ammon, Ulrich. Sprachenpolitik in Europa- unter dem vorrangigen Aspekt von Deutsch als Fremdsprache (2). [Policy towards languages in Europe with special reference to German as a foreign language (2)]. Deutsch als Fremdsprache (Leipzig, Germany), 41 (2004), 3–10.
04–404 Bray, Gayle Babbitt (U. of Iowa, USA; Email: gayle-bray@uiowa.edu), Pascarella, Ernest T. and Pierson, Christopher T. Postsecondary education and some dimensions of literacy development: An exploration of longitudinal evidence. Reading Research Quarterly (Newark, USA), 39, 3 (2004), 306–330.
04–405 Dufon, Margaret A. (California State U., USA). Producing a video for teaching pragmatics in the second or foreign language. Prospect (Sydney, Australia), 19, 1 (2004), 65–83.
04–406 Intachakra, S. (Thammasat U., Thailand; Email: songthama@tu.ac.th). Contrastive pragmatics and language teaching: apologies and thanks in English and Thai. RELC Journal (Singapore), 35, 1 (2004), 37–62.
04–407 Kerkes, Julie (California State U., Los Angeles, USA). Preparing ESL learners for self-presentation in institutional settings outside the classroom. Prospect (Sydney, Australia), 19, 1 (2004), 22–46.
04–408 Kozlova, Iryna (Georgia State U., USA). Can you complain? Cross-cultural comparison of indirect complaints in Russian and American English. Prospect (Sydney, Australia), 19, 1 (2004), 84–105.
04–409 McLean, Terence (Grant MacEwan College, Edmonton, Canada; Email: mcleanky@telusplanet.net). Giving students a fighting chance: pragmatics in the language classroom. TESL Canada Journal/Revue TESL du Canada (Barnaby, Canada), 21, 2 (2004), 72–92.
04–410 Newton, Jonathan (Victoria U. of Wellington, New Zealand). Face-threatening talk on the factory floor: using authentic workplace interactions in language teaching. Prospect (Sydney, Australia), 19, 1 (2004), 47–64.
04–411 Nichols, Susan (U. of South Australia). Literacy learning and children's social agendas in the school entry classroom. Australian Journal of Language and Literacy (Norwood, Australia), 27, 2 (2004), 101–113.
04–412 Yates, Lynda (La Trobe U., Australia). The ‘secret rules of language‘: tackling pragmatics in the classroom. Prospect (Sydney, Australia), 19, 1 (2004), 3–20.
Applied linguistics
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- 05 April 2005, pp. 208-210
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04–413 Biber, Douglas and Cortes, Viviana (Northern Arizona U., USA). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics (Oxford, UK), 25, 3 (2004), 371–405.
04–414 Davies, C. E. (U. of Alabama, USA), Developing awareness of crosscultural pragmatics: The case of American/German sociable interactionMultilingua (Berlin, Germany), 23, 3 (2004), 207–231.
04–415 Kaufman, Dorit.Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 303–319.
04–416 Kern, Richard, Ware, Paige and Warschauer, Mark. Crossing frontiers: new directions in online pedagogy and research. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 243–260.
04–417 Liszka, S. A. (U. of London, UK; Email: salisza@yahoo.co.uk). Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective. Second Language Research (London,UK), 20, 3 (2004), 212–231.
04–418 McArthur, T. Is it world or international or globalEnglish, and does it matter?English Today (Cambridge, UK), 20, 3 (2004), 3–15.
04–419 Ying, H. G. (U. of Colorado at Denver, USA; Email: HongGuang.Ying@cudenver.edu). Relevance mapping: a study of second language learners' processing of syntactically ambiguous sentences in English. Second Language Research (London,UK), 20, 3 (2004), 232–255.
04–420 Zegarac, V. (U. of Luton, UK; Email: vladimir.zegarac@luton.ac.uk). Relevance Theory andthein second language acquisition. Second Language Research (London, UK), 20, 3 (2004), 193–211.
Books and materials received
Books and materials received
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