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Following the state-of-the-art article on action research by Anne Burns in the last issue (Language Teaching 38.2, pp. 57–74), in the present issue, Steve Mann looks at the important reflective and developmental processes that need to be considered in the context of such research to help those who want to grow and develop as language teachers. Processes that have been identified as instrumental and supportive in teacher development, such as reflection, exploration and evaluation, are considered alongside tools such as journal writing, narrative enquiry and collaborative research to argue that sustaining teacher development is important for both the individual teacher and the school.
language teaching
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- 06 February 2006, p. i
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The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.
language teaching
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- 10 October 2005, p. i
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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.
language teaching
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- 09 November 2005, p. i
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We are delighted to begin our term as editors with a stimulating special-feature article by Anne Burns on action research. While the term ‘action research’ is not new in the wider field of research methodology, it remains a relatively recent phenomenon in the field of language teaching, but one which is increasingly the subject of much debate. Anne Burns takes a critical look at the origins, purpose, scope and impact of action research in the area of English language teaching, and describes both the challenges to its status as a research methodology and the issues which need to be addressed by language teachers if it is to remain a sustainable methodology. In addition to being an authoritative overview of the paradigm, the article provides excellent background for a state-of-the-art article on the development of the language teacher written by Steve Mann, which will appear in the next issue of this journal.
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.
The language teacher's development
- Steve Mann
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- 13 January 2006, pp. 103-118
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This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development.
Action research: an evolving paradigm?
- Anne Burns
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- 09 November 2005, pp. 57-74
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Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching. Action research is also considered in relation to more established notions of basic and applied research. The current scope and nature of action research studies found in the literature are then analysed. The article concludes with a consideration of some of the challenges to the status of action research as a research methodology and the issues that will need to be addressed if action research by language teachers is to be sustainable.
Conversation Analysis and language learning
- Paul Seedhouse
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- 06 February 2006, pp. 165-187
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Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts with a brief introduction to CA methodology and then discusses the range of areas within the broad field of language learning and teaching in which CA has been applied: teaching languages for specific purposes; language teaching materials design; language proficiency assessment; language classroom interaction; NS–NNS (native/non-native speaker) talk; and code-switching. It then discusses the relationship between CA, Applied Linguistics and Second Language Acquisition, and examines the complex issue of what CA can contribute to the study of ‘learning’. The issues are illustrated by an example of a CA analysis of language learning processes. The article proposes that there are now three distinct approaches to the application of CA methodology to the field of language learning and teaching. The article concludes by positioning CA as a social science research methodology and considers possible future directions for research.
Abstract
Language teaching
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- Published online by Cambridge University Press:
- 10 October 2005, pp. 19-26
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Language teaching
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- Published online by Cambridge University Press:
- 09 November 2005, pp. 75-81
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05–104Alwright, D. (U of Lancaster, UK), From teaching points to learning opportunities and beyond. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 9–32.
05–105Beckett, G. & Slater, T. (U of Cincinnati, USA), The Project Framework: a tool for language, content, and skills integration. ELT Journal (Oxford, UK) 59.2 (2005), 108–116.
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Language teaching
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- Published online by Cambridge University Press:
- 06 February 2006, pp. 189-194
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05–372Alcón Soler, Eva (Universitat Jaume I, Spain; alcon@ang.uji.es), Does instruction work for learning pragmatics in the EFL context?System (Amsterdam, the Netherlands) 33.3 (2005), 417–435.
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- 13 January 2006, pp. 119-123
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05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.
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05–208Coleman, James A. (The Open U, UK; J.A.Coleman@open.ac.uk), CALL from the margins: effective dissemination of CALL research and good practices. ReCALL (Cambridge, UK) 17.1 (2005), 18–31.
05–209Eslami-Rasekh, Zohreh (Texas A and M U, USA; zeslami@coe.tamu.edu), Raising the pragmatic awareness of language learners. ELT Journal (Oxford, UK) 59.3 (2005), 199–208.
05–210Foley, J. (SEAMEO RELC, Singapore; jfoley@relc.org.sg), English in…Thailand. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 223–234.
05–211Frankenberg-Garcia, Ana (ISLA, Lisbon, Portugal; ana.frankenberg@sapo.pt), Pedagogical uses of monolingual and parallel concordances. ELT Journal (Oxford, UK) 59.3 (2005), 189–198.
05–212Hansson, Thomas (U of Southern Denmark, Denmark), English as a second language on a virtual platform – tradition and innovation in a new medium. Computer Assisted Language Learning (CALL) (London, UK) 18.1/2 (2005), 63–79.
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05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.
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05–235Flowerdew, Lynne (Hong Kong U of Science and Technology, Hong Kong, China; lclynne@ust.hk), Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 135–147.
05–236Fortune, Alan (King's College London, UK), Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness (Clevedon, UK) 14.1 (2005), 21–39.
05–237Garner, Mark & Erik Borg (Northumbria U, UK; mark.garner@unn.ac.uk), An ecological perspective on content-based instruction. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 119–134.
05–238Gourlay, Lesley (Napier U, UK; l.gourlay@napier.ac.uk), Directions and indirect action: learner adaptation of a classroom task. ELT Journal (Oxford, UK) 59.3 (2005), 209–216.
05–239Granville, Stella & Laura Dison (U of the Witwatersrand, Johannesburg, South Africa; granvils@iweb.co.za), Thinking about thinking: integrating self-reflection into an academic literacy course. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 99–118.
05–240Greidanus, Tine, Bianca Beks (Vrije Universiteit Amsterdam, the Netherlands; t.greidanus@worldonline.nl) & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 221–233.
05–241Gumock Jeon-Ellis, Robert Debski & Gillian Wigglesworth (U of Melbourne, Australia), Oral interaction around computers in the project oriented CALL classroom. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 121–145.
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05–243Harwood, Nigel (U of Essex, UK; nharwood@essex.ac.uk), What do we want EAP teaching materials for?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 149–161.
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05–245Ibrahim, Nizar (Lebanese U, Lebanon; pronizar@yahoo.com) & Susan Penfield, Dynamic diversity: new dimensions in mixed composition classes. ELT Journal (Oxford, UK) 59.3 (2005), 217–225.
05–246Jepson, Kevin (Monterey Institute of International Studies, USA), Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 79–98.
05–247Juffs, Alan (U of Pittsburgh, USA; juffs@pitt.edu), The influence of first language on the processing ofwh-movement in English as a second language. Second Language Research (London, UK) 21.2 (2005), 121–151.
05–248Knight, Paul (The Open U, UK; P. T. Knight@open.ac.uk), Learner interaction using email: the effects of task modification. ReCALL (Cambridge, UK), 17.1 (2005), 101–121.
05–249Kondo, Takako (U of Essex, UK), Overpassivization in second language acquisition. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 129–161.
05–250Lewin, Beverly A. (Tel Aviv U, Israel; lewinb@post.tau.ac.il), Hedging: an exploratory study of authors and readers identification of ‘toning down’ in scientific texts. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 163–178.
05–251Malmqvist, Anita (Umeå U, Sweden), How does group discussion in reconstruction tasks affect written language output. Language Awareness (Clevedon, UK) 14.2/3 (2005), 128–142.
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05–253Mirzaiean, Vahid & Alan Ramsay (Tehran, Iran), Content-based support for Persian learners of English. ReCALL (Cambridge, UK) 17.1 (2005), 139–154.
05–254Morrison, Bruce (The Hong Kong Polytechnic U, Hong Kong, China), Evaluating learning gain in a self-access language learning centre. Language Teaching Research (London, UK) 9.3 (2005), 267–293.
05–255Murphy, Linda (The Open U, UK), Attending to form and meaning: the experience of adult distance learners of French, German and Spanish. Language Teaching Research (London, UK) 9.3 (2005), 295–317.
05–256Oliver, Rhonda, Yvonne Haig (Edith Cowan U, Australia; rhonda.oliver@ecu.edu.au) & Judith Rochecouste, Communicative competence in oral language assessment. Language and Education (Clevedon, UK) 19.3 (2005), 212–222.
05–257Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.
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05–259Rogerson-Revell, Pamela (U of Leicester, UK; pmrr1@le.ac.uk), A hybrid approach to developing CALL materials: authoring with Macromedia's Dreamweaver/Coursebuilder. ReCALL (Cambridge, UK) 17.1 (2005), 122–138.
05–260Smith, Ross (PricewaterhouseCoopers, Spain), Global English: gift or curse?English Today (Cambridge, UK) 21.2 (2005), 56–62.
05–261St-Hilaire, Aonghas (Washington, DC, USA), Louisiana French immersion education: cultural identity and grassroots community development. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 158–172.
05–262Todd, Richard W. (King Mogkut's U of Technology, Thailand; irictodd@kmutt.ac.th), ‘In an aeroplane, yes, in an aeroplane’: within-unit repetitions in classroom discourse. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 189–209.
05–263Uschi, Felix (Monash U, Australia; uschi.felix@arts.monash.edu.au), E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL (Cambridge, UK) 17.1 (2005), 85–100.
05–264Volle, Lisa M. (Central Texas College, USA), Analyzing oral skills in voice and e-mail and online interviews. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 145–163.
05–265Williams, John N. (Cambridge U, UK; jnw12@cam.ac.uk), Learning without awareness. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 269–304.
05–266Yongqi Gu, Peter, Guangwei Hu & Lawrence Jun Zhang (Nanyang Technological U, Singapore; yqpgu@nie.edu.sg), Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.
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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05–35Bateman, Blair E. (Brigham Young U, USA). Achieving affective and behavioural outcomes in culture learning: the case for ethnographic interviews. Foreign Language Annals (New York, USA) 37.2 (2004), 240–253.
05–36Chen, Tsai Yu & Chang, Goretti B. Y. (Ming Hsin U of Science and Technology, Taiwan). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals (New York, USA) 37.2 (2004), 279–289.
05–37Csizér, Kata (Eötvös U, Hungary; weinkata@yahoo.com) & Dömyei, Zoltán (Nottingham U, UK; Zoltan.Dornyei@nottingham.ac.uk). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 19–36.
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Reading and writing
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- 13 January 2006, pp. 132-142
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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.
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05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.
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Reading and writing
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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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- 09 November 2005, pp. 89-91
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05–171Cumming, Alister (Toronto U, Canada; acumming@oise.utoronto.ca), Kantor, R., Baba, Kyoko, Erdosy, Usman, Eouanzoui, Keanre & James, Mark, Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 5–43.
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Language testing
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05–459Abella, Rodolfo, Joanne Urritia & Aleksandr Schneyderman (Miami-Dade County Public Schools, USA), An examination of the validity of English language achievement test scores in an English language learner population. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 128–144.
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05–461Hudson, Thom (U of Hawai'i, Manoa, USA; tdh@hawaii.edu), Trends in assessment scales and criterion-referenced language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 2–227.
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