Research Article
language teaching
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In this issue we are pleased to include Jane Setter and Jennifer Jenkins' article on pronunciation. Focusing mainly on English pronunciation, the authors look at both L1 and L2 research into the role of pronunciation in many aspects of our lives. They offer discussion of recent controversies, and present a full section on the implications of pronunciation research for teaching. On a different note, I need to announce that this will be my last issue as editor of LTA. I would like to thank everyone who has collaborated on the journal during the time of my editorship: the team at CUP, the abstracting team, and many others. I am pleased to hand over now to Ewa Jaworska and Graeme Porte, and wish them the very best for their editorship.
State of the Art
State-of-the-Art Review Article
- Jane Setter, Jennifer Jenkins
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- 10 October 2005, pp. 1-17
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This article is organised in five main sections. It begins by outlining the scope of pronunciation teaching and the role of pronunciation in our personal and social lives. The second section surveys the background to pronunciation teaching from its origins in the early twentieth century to the present day, and includes a discussion of pronunciation models and of the role of the first language (L1) in the acquisition of second language (L2) pronunciation. Then a third section explores recent research into a range of aspects involved in the process: the effects of L1 and L2 similarities and differences; the role of intelligibility, accent attitudes, identity and motivation; the part played by listening; and the place of pronunciation within discourse. This section concludes with a discussion of a number of controversies that have arisen from recent pronunciation research and of research into the potential for using computer-based technology in pronunciation teaching. The fourth section explores a range of socio-political issues that affect pronunciation teaching when the L2 is learnt as an international rather than a foreign language, and the fifth section moves on to consider the implications of all this for teaching.
Abstract
Language teaching
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- Published online by Cambridge University Press:
- 10 October 2005, pp. 19-26
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05–01Ainsworth, Judith (Wilfrid Laurier U, Canada). Hôtel Renaissance:using a project case study to teach business French. Journal of Language for International Business (Glendale, AZ, USA) 16.1 (2005), 43–59.
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05–30West, D. Vanisa (Messiah College, PA, USA). Literature in lower-level courses: making progress in both language and reading skills. Foreign Language Annals (New York, USA) 37.2 (2004), 209–223.
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Language learning
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- 10 October 2005, pp. 26-34
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05–32Allen, Linda Quinn (Iowa State U, USA). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals (New York, USA) 37.2 (2004), 232–239.
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Reading and writing
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- 10 October 2005, pp. 34-38
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05–63Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.
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Language testing
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- 10 October 2005, pp. 38-40
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05–81Aguado, Karin (U of Bielefeld, Germany). Evaluation fremdsprachlicher Wortschatz-kompetenz: Funktionen, Prinzipien, Charakteristika, Desiderate [Evolution of foreign vocabulary competence: functions, principles, characteristics and deficits]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 231–250.
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05–84Latham, Dorothy (Independent Education Consultant, UK). Speaking, listening and learning: a rationale for the Speaking and Listening Profile. English in Education (Sheffield, UK) 39.1 (2005)60–74.
05–85Spratt, Mary (Cambridge, UK). Washback and the classroom: the implications for teaching and learning of studies of washback from exams. Language Teaching Research (London, UK) 9.1 (2005), 5–29.
05–86Suzuki, Manami & Daza, Carolina (OISE, Toronto, Canada; msusuki@oise.utoronto.ca). A review of the reading section of the TOEIC. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 16–24.
05–87Weaver, Chris & Romanko. Rick (Tokyo U of Agriculture and Technology, Japan). Assessing oral communication competence in a university entrance examination. The Language Teacher (Kyoto, Japan) 29.1 (2005), 3–9.
Teacher education
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- 10 October 2005, pp. 40-41
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05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.
05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.
05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.
Bilingual education/Bilingualism
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- 10 October 2005, pp. 41-42
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05–91Bickes, Hans (U of Hannover, Germany). Bilingualismus, Mehrsprachigkeit und mentales Lexikon - evolutionsbiologische, soziokulturelle und kognitionswissenschaftliche Perspektiven [Bilingualism, multilingualism and mental lexicon - ontogenetic, socio-cultural and cognitive perspectives]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 27–50.
05–92Guion, Susan G., Harada, Tetsuo & Clark J. J. (U of Oregon, USA; guion@uoregon.edu). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.
05–93Koyama, Jill R (Columbia U, USA). Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 401–424.
05–94Shibita, Setsu (California State U, USA). The effects of Japanese heritage language maintenance on scholastic verbal and academic achievement in English. Foreign Language Annals (New York, USA) 37.2 (2004), 224–231.
05–95Vance, Christine W. (U of North Carolina, USA). Preparing a prosperous future: promoting culture and business through bilingual education. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 463–484.
Sociolinguistics
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05–96Akinyemi, Akintunde (U of Florida, USA; akinyemi@aall.ufl.edu). Integrating culture and second language teaching through Yorùbá personal names. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 115–126.
05–97Dewaele, Jean-Marc (Birkbeck College, U of London, UK; j.dewaele@bbk.ac.uk). The acquisition of sociolinguistic competence in French as a foreign language: an overview. French Language Studies (Cambridge, UK) 14.3 (2004), 301–319.
05–98Morita N. (U of British Columbia, Canada). Negotiating Participation and Identity in Second Language Academic Communities. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 573–603.
Applied linguistics
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- 10 October 2005, pp. 43-44
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05–99Hyatt, David (School of Education, U of Sheffield, UK). A Critical Literacy Frame for UK secondary education. English in Education (Sheffield, UK) 39.1 (2005), 43–59.
05–100Myles, Florence (U of Newcastle, UK; Florence.Myles@newcastle.ac.uk). French second language acquisition research: setting the scene. French Language Studies (Cambridge, UK) 14.3(2004), 211–232.
05–101Oiler, J. W. (U of Louisiana at Lafayette, USA; joller@louisiana.edu). Common ground between form and content: the pragmatic solution to the bootstrapping problem. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 92–114.
05–102Rule, Sarah (U of Southampton, UK; s.rule@soton.ac.uk). French interlanguage oral corpora: recent developments. French Language Studies (Cambridge, UK) 14.3 (2004), 343–356.
05–103Towell, Richard (U of Salford, UK; r.j.towell@salford.ac.uk). Research into the second language acquisition of French: achievements and challenges. French Language Studies (Cambridge, UK) 14.3 (2004), 357–375.
Books and Materials received
Books and materials received
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List of periodicals
List of periodicals
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- 10 October 2005, pp. 51-55
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The following periodicals are regularly scanned in compiling the abstracts, although it should be noted that not every issue of a periodical that is scanned will be represented in every volume of Language Teaching. The majority of the periodicals are held in the CiLT (Centre for Information on Language Teaching and Research) Library in London, UK (see address on inside front cover), together with additional publications such as newsletters and bulletins which are scanned but rarely contain abstractable articles. A complete list may be obtained from the CiLT Librarian; or is available on the web at: http://www.cilt.org.uk/irs/periodic.htm