Research Article
language teaching
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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
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.
Abstract
Language teaching
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- Published online by Cambridge University Press:
- 09 November 2005, pp. 75-81
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Language learning
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- 09 November 2005, pp. 81-89
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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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Reading and writing
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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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- 09 November 2005, pp. 91-93
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05–178Carrel, Patricia L. (Southern Illinois U, USA; pcarrell@gsu.edu), Dunkel, Patricia A. (Georgia State U, USA; pdunkel@gsu.edu) & Mollaun, Pamela (Educational Testing Service, USA; pmollaun@ets.org), The effects of notetaking, lecture length and topic on a computer-based test of ESL listening comprehension. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 83–105.
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05–180Grindsted, Annette (U of Southern Denmark, Denmark; agr@language.sdu.dk), Interactive resources used in semi-structured research interviewing. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1015–1035.
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05–182Kondo-Brown, Kimi (U of Hawaii at Manoa, USA), Investigating interviewer–candidate interactions during oral interviews for child L2 learners. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 602–615.
05–183Lokai Bischof, Deborah (Educational Testing Service, USA), Baum, David I., Casabianca, Jodi, M., Morgan, Rick, Rabiteau, Kathleen A. & Tateneni, Krishna, Validating AP modern foreign language examinations through college comparability studies. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 616–622.
05–184Mathews, Thomas J. & Hansen, Cheryl M. (Weber State U, USA), Ongoing assessment of a university foreign language program. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 521–533.
05–185Milton, James (U of Wales Swansea, UK; jlmilton@swansea.ac.uk), Comparing the lexical difficulty of French reading comprehension exam texts. Language Learning Journal (Rugby, UK) 30 (2004), 5–11.
05–186Shultz, Deborah, L (Mechanicsburg Middle School, USA) & Willard-Holt, Colleen, Promoting world languages in middle school: the achievement connection. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 623–629.
05–187Tan, Kelvin (Temasek Polytechnic, Singapore), Does student self-assessment empower or discipline students?Assessment & Evaluation in Higher Education (Abingdon, UK) 29.6 (2004), 651–662.
Teacher education
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- 09 November 2005, pp. 93-95
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05–188Comber, Barbara (U of South Australia, Australia; Barbara.Comber@unisa.edu.au), Making use of theories about literacy and justice: teachers re-searching practice. Educational Action Research (Oxford, UK) 13.1 (2005), 11–26.
05–189Gu, Qing (Nottingham U, UK; qinggu@yahoo.com), Intercultural experience and teacher professional development. RELC Journal (Thousand Oaks, CA, USA) 36.1 (2005), 5–22.
05–190Heilbronn, Ruth (Institute of Education, U of London, UK; r.heilbronn@ioe.ac.uk), The National Strategy for KS3 and its application to modern foreign language teaching. Language Learning Journal (Rugby, UK) 30 (2004), 42–49.
05–191Orland-Barak, Lily (Haifa U, Israel), Portfolios as evidence of reflective practice: what remains ‘untold’. Educational Research (London, UK) 47.1 (2005), 25–44.
05–192Tsou, Wenli (National U of Taiwan, China; wtsou@mail.nutn.edu.tw), The effects of cultural instruction on foreign language learning. RELC Journal (Thousand Oaks, CA, USA) 36.1 (2005), 39–57.
05–193Walkington, Jackie (Canberra U, Australia), Becoming a teacher: encouraging development of teacher identity through reflective practice. Asia Pacific Journal of Teacher Education (ATEA, Australia) 33.1 (2005), 53–64.
05–194Zacharias, Nugrahenny T. (Satya Wacana Christian U of Indonesia, Indonesia; ntz_abac@yahoo.com), Teachers' beliefs about internationally-published materials: a survey of tertiary English teachers in Indonesia. RELC Journal (Thousand Oaks, CA, USA) 36.1 (2005), 23–37.
Bilingual education & bilingualism
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- 09 November 2005, pp. 95-97
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05–195Colina, Sonia & Sykes, Julie (Arizona State U, USA), Educating parents in the Spanish-speaking community: a look at translated educational materials. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 299–318.
05–196Coupland, Nikolas, Bishop, Hywel, Willams, Angie, Evans, Betsy & Garrett, Peter (Cardiff U, UK; coupland@cardiff.ac.uk), Affiliation, engagement, language use and vitality: secondary school students' subjective orientations to Welsh and Welshness. International Journal of Bilingual Education and Bilingualism (Clevedon, UK) 8.1 (2005), 1–24.
05–197Dickinson, D. K. (Education Development Centre, USA; dickindb@bc.ed), Mccabe, A., Clark-Chiarelli, N. & Wolf, A., Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics (Cambridge, UK) 25.3 (2004), 323–347.
05–198Dixon, Quentin (Harvard U, USA; Quentin.Dixon@abtassoc.com), Bilingual education policy in Singapore: an analysis of its sociohistorical roots and current academic outcomes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK) 8.1 (2005), 25–47.
05–199Hofstetter, Carolyn H. (California U, Berkeley, USA), Effects of a transitional bilingual education program: findings, issues, and next steps. Bilingual Research Journal (Tempe, AZ, USA) 28.3 (2004), 355–377.
05–200Mackay, I. R. A. (Ottawa U, Canada) & Flege, J. E., Effects of the age of second language learning on the duration of first and second language sentences: the role of suppression. Applied Psycholinguistics (Cambridge, UK) 25.3 (2004), 323–347.
05–201Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.
05–202Tsokalidou, Roula (U of Thessaly, Greece; tsokalid@uth.gr), Raising ‘bilingual awareness’ in Greek primary schools. International Journal of Bilingual Education and Bilingualism (Clevedon, UK) 8.1 (2005), 48–61.
Sociolinguistics
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- 09 November 2005, p. 97
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05–203Marquez Reiter, R. (Surrey U, UK; r.marquez-reiter@surrey.ac.uk), Rainey, I. & Fulcher, G., A comparative study of certainty and conventional indirectness: evidence from British English and Peninsular Spanish. Applied Linguistics (Cambridge, UK) 26.1 (2005), 1–31.
05–204McGrath, Ian (Nottingham U, UK; Ian.McGrath@nottingham.ac.uk), The representation of people in educational materials. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 351–358.
Applied linguistics
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05–205Marinis, Theodore, Roberts, Leah, Felser, Claudia & Clahsen, Harald (U of Essex, UK; felsec@essex.ac.uk), Gaps in second language sentence processing. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 53–78.
Books and materials received
Books and materials received
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