Hostname: page-component-7dd5485656-kp629 Total loading time: 0 Render date: 2025-10-31T08:33:40.111Z Has data issue: false hasContentIssue false
  • English
  • Français

Classroom Research in Second Language Acquisition

Published online by Cambridge University Press:  19 November 2008

Leo van Lier
Get access Rights & Permissions [Opens in a new window]

Extract

In a sad final chapter of A House at Pooh Corner, Christopher Robin has to desert his friends of the Hundred Aker Wood in order to go to school. The mysterious world of the classroom is just barely alluded to as a vaguely ominous place where it is not possible to do Nothing, the favorite activity of all healthy inhabitants of the wood.

Information

Type
Language Pedagogy
Information
Annual Review of Applied Linguistics , Volume 10 , March 1989 , pp. 173 - 186
Copyright
Copyright © Cambridge University Press 1989

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.)

Article purchase

Temporarily unavailable

References

UNANNOTATED BIBLIOGRAPHY

Allen, J. P. B., Fröhlich, M, and Spada, N.. 1984. The communicative orientation of language teaching. In Handscombe, J., Orem, R. A., and Taylor, B. P. (eds.) On TESOL'83: The question of control. Washington, DC: TESOL. 231–252.Google Scholar
Allwright, R. L. 1980. Turns, topics and tasks: Patterns of participation in language learning and teaching. In Larsen-Freeman, D. (ed.) Discourse analysis in second language research. Rowley, MA: Newbury House. 165–187.Google Scholar
Bellack, A. A. et al. , 1966. The language of the classroom. New York: Teachers College press.Google Scholar
Carr, W. and Kemmis, S.. 1986. Becoming critical: Education, knowledge and action research. London: The Falmer press.Google Scholar
Cazden, C. B., 1985. Classroom discourse. In Wittrock, M. C. (ed.) Handbook of research on teaching. New York: Macmillan. 432–463.Google Scholar
Cazden, C. B., John, V. P. and Hymes, D.(eds.) 1972. Functions of Language in the classroom. New York: Teachers College Press.Google Scholar
Chaudron, C. A. 1977. A descriptive model of discourse in the corrective treament of learners' errors. Language learning. 27.1.29–46.Google Scholar
Chaudron, C. A. 1988. Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.Google Scholar
Crookes, G. 1987. Planning and interlanguage variation. Paper presented at the TESOL Conference, Chicago, March.Google Scholar
Denzin, N. K. 1978. The research act: A theoretical introduction to sociological methods. New York: McGraw-Hill.Google Scholar
Dewey, J. 1904. The relation of theory to practice in education. 3rd Yearbook, Part I. Bloomington, IL: Society for the Scientific Study of Education. 9–30.Google Scholar
Edmondson, W. 1981. Spoken discourse: A model for analysis. London: Longman.Google Scholar
Fanselow, J. F.. 1977. Beyond Rashomon: Conceptualizing and describing the teaching act. TESOL quartery. 11.17–40.Google Scholar
Felix, S. 1981. The effect of the formal instruction on language on second acquisition. Language learning. 31.1.87–112.Google Scholar
Flanders, N.. 1970. Analysing teacher behavior. Reading, MA: Addison-Wesley.Google Scholar
Gaies, S. J., 1983. Learner feedback: An exploratory study of its role in the second language classroom. In Seliger, H. W. and Long, M. H. (eds.) Classroom oriented research in second language acquisition. Rowley, MA: Newbury House. 190–212.Google Scholar
Hakansson, G. and Lindberg, I.. 1988. what's the question? Investigating questions in second language classrooms. In Kasper, G. (ed.) Classroom research. Amsterdam: Association Internationale de Linguistique Appliquée. 73.88. [Reveue de l'AILA/AILA Review 5].Google Scholar
Johnson, D. W. and Johnson, R. T.. 1987. Learning together and alone. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Joyce, B. and Showers, B.. 1988. Student achievment through staff development. White Plains, NJ: Longman.Google Scholar
Kohonen, V. 1989. Experimental language learning—Toward second language learnig as learner education. Santa Cruz, CA: Bilingual Research Group Working Papers. [BRG # 89–04.]Google Scholar
Kolb, D. 1984. Experiential learning. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Kuhn, T. 1962. The structure of scientific revolutions. Princeton, NJ: Princeton Uninversity Press.Google Scholar
Lewin, K. 1948. Resolving social conflicts. NewYork: Harper & Brothers.Google Scholar
Long, M. H. 1983a. Inside the ‘black box’: Methodological issues in classroom research on language learning. In Seliger, H. W. and Long, M. H. (eds.) Classroom oriented research on second language acquisition. Rewely, MA. Newbury House. 3–36.Google Scholar
Long, M. H. 1983b. Does second language instruction make a difference? A review of the research. TESOL quarterly. 17. 3. 359–382.Google Scholar
Long, M. H. 1988. Instructed interlanguage development. In Beede, L. M. (ed.) Issues in second language acquisition. Rowely, MA: Newbuury House. 115–141.Google Scholar
Mehan, H. 1979. Learning lessons: Social organization in the classroom. Cambridge, MA: Harard University Press.Google Scholar
Mitchell, R. 1985. Process research in second language classroom. Language teaching. 18. 3. 330–352.Google Scholar
Moskowitz, G. 1976. The classroom interaction of outstanding foreign language teachers. Foreign language annals. 9.2. 135–157.Google Scholar
Oskarsson, M. 1973. Assessing the relative effectiveness of two methods of teaching English to adults. International review of applied linguistics. 11. 3.251–262.Google Scholar
Pienemann, M. 1987. Is language teachable? Psycholinguistic experiments and hypotheses. Australian working papers in language developments. 1.3.1–41.Google Scholar
Pienemann, M. 1988. Determining the influence of instruction on L2 speech processing. In Kasper, G. (ed.) Classroom research. Amsterdam: Association Internationale de Linguistique Appliquée. 40–72. [Revue de l'AILA/AILA Review5].Google Scholar
Phillips, D. C. 1987. Philosophy, science, and social inquiry. Oxford: Pergamon.Google Scholar
Raabe, H. 1988. The analysis of learners' questions and question-guided grammar in-struction. In Kapser, G. (ed.) Classroom research. Amsterdam: Association Internationale de Linguistique Appliquée. 89–98. [Revue de l'AILA/AILA Review 5].Google Scholar
Schmidt, R. W. and Frota, S. N. 1986. Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In Day, R. R. (ed.) Talking to learn: Conversation in second language acquisition. Rowely, MA: Newbury House. 237–326.Google Scholar
Schon, D. A. 1987. Educating the reflective practitioner. San Francisco: Jossey-Bass.Google Scholar
Seliger, H. W. 1983. Learner interaction in the classroom and its effects on language acquisition. In Seliger, H. W. and Long, M. H. (eds.) Classroom oriented research in second language acquisition. Rowely, MA: Newbury House. 246–267.Google Scholar
Shulman, L. 1987. Sounding an alarm: A reply ot Sockett. Harvard educational review. 57. 4. 473–482.CrossRefGoogle Scholar
Simon, A. and Boyer, E. G.. 1974. Mirrors of behavior, III. Philadelphia: Communication Materials Center.Google Scholar
Sinclair, J. McH. and Coulthard, M.. 1975. Towards an analysis of discourse. Oxford: Oxford University Press.Google Scholar
Slavin, R. 1987. Cooperative learning and the cooperative school. Educational leadership. 45.3. 7–13.Google Scholar
Smith, J. K. and Heshusius, L.. 1986. Closing down the conversation: The end of the quantitative-qualitative debate among educational inquirers. Educational research. 15.1.4–12.Google Scholar
Stenhouse, L. 1975. An introduction to curriculum reseach and development. London: Heinermann.Google Scholar
Strong, M. 1986. Teaching language to limited English speakers in bilingual and submersion classrooms. In Day, R. R. (ed.) Talking to learn: Conversation in second language acquisition. Rowely, MA: Newbury House. 53–63.Google Scholar
Swain, M. 1988. Manipulating and complementing content teaching to maximize second language learning. TESL Canada journal/Revue TESL du Canada. 6. 1.68–83.Google Scholar
van Lier, L. 1982. Analyzing interaction in second language classrooms. Lancaster: University of Lancaster. Ph.D. diss.Google Scholar
van Lier, L. 1984. Discourse analysis and classroom research: A methodological perspective. International journal of the sociology of language. 49. 11–133.Google Scholar
van Lier, L. and Bailey, K. M.. 1989. Innovation and action research in pre-service teacher education. Paper presented at the TESOL Conference, San Antonio, TX, March.Google Scholar
VanPattern, B. 1989. Attending to form and content in the input: An experiment in consciousness. Paper presented at the Second Language Research Forum. Los Angeles, CA, March.Google Scholar
Watson-Gegeo, K. A., Ulichny, P., and Schoener, W.. 1989. Collaboration and empowerment: Ethnography in research and practice. Paper presented at the TESOL Conference, San Antonio, TX, March.Google Scholar
Wittgenstein, L. 1953. Philosophical investigation. Oxford. Basil Blackwell.Google Scholar
Zobl, H. 1985. Grammars in search of input and intake. In Gass, S. and Madden, C. (eds.) Input and second languagd acquisition. Rowley, MA, Newbury House. 329–344.Google Scholar