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This bibliography contains some 2,000 articles on empirical investigation and theoretical considerations covering the topic of students' conceptions entered before September 1990. PUblications in journals, books, working papers, and contributions to conferences are included. English, German, and French publications, and ones in other languages are contained in the bibliography. The bibliography is divided into nine groups: (1) general considerations concerning research in this area; (2) everyday notions and scientific notions; (3) development of notions in the history of science as compared to development of notions of individuals; (4) language and notions; (5) methods of investigations; (6) investigations of students' notions; (7) instruction taking students' notions into account; (8) investigations of teachers notions; and (9) notions and teacher training. The entries include the author's name, year of publication, title, place of publication, and a set of keywords that help the reader to categorize the articles. Keywords indicate the group of the article (1-9), physics, chemistry, or biology, and further areas or concepts. Articles dealing with conceptions of the teaching and learning process, conceptions of science, conceptions on the use of science for technology and society, and empirical studies in which gender differences are investigated are also indicated by keywords. An author index, an appendix that contains publications added during the preparation of the present edition from October to December 1990, a second appendix that contains entries from another bibliography not listed in this bibliography, and a list of keywords are included. (KR)

Not all content teaching is necessarily good second language teaching. The typically used question/answer sequence could be replaced with a more effective use of carefully contrived activities that bring into the classroom authentic language in its full functional range. (Author/CB)

Some general principles of teaching reading in the second language classroom are reviewed. To illustrate the connection between theory and practice, examples are provided of teaching practices used with adult learners of English as a Second language (ESL) who have Chinese and Vietnamese-language backgrounds. A discussion follows of how instruction in reading strategies affects reading comprehension, how strategy instruction can be conducted, and which instructional activities appear to increase the effectiveness of strategy instruction. Issues discussed include how to define and explain strategies, classroom procedures for direct strategy instruction, individual practice tasks used, individualizing strategy instruction and practice, and the relationship between strategy use and text selection. Appended materials include the instructions for a reading task and related comprehension questions, and a sample reading checklist used by the teacher for analyzing and recording the student's skills. Contains 29 references. (MSE)

This journal presents the following four papers: "Begin with Beliefs: Exploring the Relationship Between Beliefs and Learner Autonomy Among Advanced Students" (Beverly-Anne Carter); "An Exploratory Comparison of Oral Narrative Styles in Korea and the U.S." (Jungmin Ko); "Rethinking the Red Ink: Audio-Feedback in the ESL Writing Classroom" (Robert Johanson); and "Liar or Truth-Teller? Logic Puzzles in the Foreign-Language Classroom" (Esther Raizen). The journal also includes reviews of three books: "Untangling the Web: St. Martin's Guide to Language and Culture on the Internet" (Carly Blyth); "Comparative Semitic Linguistics: A Manual" (Patrick R. Bennett); and "A Course in Language Teaching: Practice and Theory" (Penny Ur). Finally, the journal presents information on the Texas Foreign Language Education Conference (TexFLEC) 2000. (Papers contain references.) (SM)

Since the late 1980s, ES/FL teachers interested in Cooperative Learning (Holt, 1993; Kessler, 1992; Lopriore, 1996) have come together to share ideas at the annual convention of the International TESOL organization. The 1997 convention was no exception. The first four authors hosted a Breakfast Seminar at which about 45 other teachers joined us to begin our day with good food, strong coffee (Lucilla suggested Italian coffee, but unfortunately none was to be found), and good discussion about frequently asked questions (FAQs) in using Cooperative Learning (CL) with our second language students. Below is a list of the questions we discussed and the responses we received. Before and after the convention, we showed our list of questions to others and added their responses. The fifth author added her own views as well as helping to compile those of others. We included everyone's responses, even when one response seemed to contradict a previous one. Each teacher must make their own decision based on their own particular teaching situation and their own beliefs about education (Jacobs, Gan, & Ball, 1997). No doubt, you, our talented readers, will have some ideas we have not thought of. Please be so kind to write as to us and share them, so that we can share them with others. Thank you. [This article was published in "Perspectives/TESOL-Italy," v23 n2 p55-60 1997.]

James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi'an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group, which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993. He is founding editor of "Language and Sociocultural Theory" (Equinox Press, 2013 to present) and was co-editor of "Applied Linguistics" (Oxford University Press, 1993-1998). He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled "Sociocultural Theory and the Genesis of Second Language Development" (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume "Vygotskian Approaches to Second Language Research" (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book "The Routledge Handbook of Sociocultural Theory and Second Language Development" was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of "Language and Sociocultural Theory" and serves on the advisory board of the "Journal of Applied Linguistics and Applied Literature: Dynamics and Advances."

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

This digest examines the role metacognition can play in the teaching and learning of a second language. Understanding and controlling cognitive processes may be one of the most essential skills that classroom teachers can help second language learners develop. Rather than focus students' attention solely on learning the language, second language teachers can help students learn to think about what happens during the language learning process, which will lead to the development of stronger learning skills. The digest highlights a model of metacognition that is made up of five primary components: preparing and planning for learning, selecting and using learning strategies, monitoring strategy use, orchestrating various strategies, and evaluating strategy use and learning. Also discussed is the interaction of metacognitive skills. (VWL)

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[ Keith Johnson] Expertise In Second Language Learning and Teaching

The title, "Making Connections: From the Classroom to the World Beyond", underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) "Standards for Foreign Language Learning in the 21st Century". Teachers are constantly making connections in their language classes: to their students, to the curriculum, to other cultures, to teaching practices, to other disciplines, and to the global community. These connections are based on an infrastructure of language teaching and learning that involves research, theory, classroom practice, activities, and events. Over the past fifty years the profession has undergone enormous changes brought about by new research in second language acquisition as well as new directions in language teaching and learning. Once isolated from other disciplines, world languages now reaches out to them and incorporates them into the curriculum and into daily classroom activities. Furthermore, e-mail and the internet have added vast new dimensions to language teaching repertoire, enabling teachers to reach out to the global community in ways they were unable to previously. The articles are divided in sections that reflect and elaborate on the concept of making connections: (1) Making Connections to Program; (2) Making Connections to Research; (3) Making Connections to the Classroom; and (4) Making Connections to the Classroom and Beyond.

A basic issue in second language (L2) teaching is whether the learner's first language (L1) should be used in the process. Differing views of language teaching authorities and various experiments carried out to test the use of translation in foreign language teaching are presented briefly. The author's experiment, involving teaching two groups of third-grade children patterns of Malay sentences by means of a Language Master Machine on which were pictures corresponding to sentences on a tape strip, is also described. The results seem to show that the group that learned the second language in a situation where the first language was excluded except for the instructions (the "Picture Group") actually showed the effects of a compound language system more markedly than the group that practiced through the medium of L1 (the "Translation Group"). The writer proposes to investigate further the use of L1 in L2 teaching and learning and the problem of acquiring and retaining meaning. Her experience with many children has shown that often they can repeat sentences and read quite well without any inkling of what they are saying. She feels that teachers may be inhibiting a "natural tendency" to translate, which may bring about a conflict between subconscious translation and overt injunction to think in the L2, with disastrous results to the acquisition of meaning. (AMM)

In teaching and learning a second language, influence of mother tongue is a controversial issue and debatable subject in the present scenario. Teachers have always been in confusion to use or not to use mother tongue (L1) of the students in the classroom. During the late seventies to early eighties, the idea of using L1 in language classroom was not a favoured one, it was believed that as a child learns mother tongue using his/her mother tongue, in the same way any second language should be learnt only through the use of second language and use of mother tongue can interfere in the process of mastering the second language. Moreover, the excessive use of mother tongue can reduce the exposure of the target language. On the other side there is another assumption that use of mother tongue in teaching and learning second language is beneficial for it has several advantages that can support second language(L2) teaching and learning in the classroom. Educational research shows that during teaching and learning process, use of the mother tongue helps to overcome the difficulties like ability to use second language, shyness and fear of making errors, lack of understanding and lack of interest and make it easy to use the second language. Use of mother tongue in teaching and learning second language is sometimes referred to as the fifth language skill alongside the other four basic skills of listening, speaking, reading, and writing. So it holds a special importance in teaching and learning new language and plays facilitating role in the gradual process of teaching and learning target language. This paper makes an effort to show positive effects of using mother tongue, when used appropriately and judiciously, in teaching and learning second language

In teaching and learning a second language, influence of mother tongue is a controversial issue and debatable subject in the present scenario. Teachers have always been in confusion to use or not to use mother tongue (L1) of the students in the classroom. During the late seventies to early eighties, the idea of using L1 in language classroom was not a favoured one, it was believed that as a child learns mother tongue using his/her mother tongue, in the same way any second language should be learnt only through the use of second language and use of mother tongue can interfere in the process of mastering the second language. Moreover, the excessive use of mother tongue can reduce the exposure of the target language. On the other side there is another assumption that use of mother tongue in teaching and learning second language is beneficial for it has several advantages that can support second language(L2) teaching and learning in the classroom. Educational research shows that during teaching and learning process, use of the mother tongue helps to overcome the difficulties like ability to use second language, shyness and fear of making errors, lack of understanding and lack of interest and make it easy to use the second language. Use of mother tongue in teaching and learning second language is sometimes referred to as the fifth language skill alongside the other four basic skills of listening, speaking, reading, and writing. So it holds a special importance in teaching and learning new language and plays facilitating role in the gradual process of teaching and learning target language. This paper makes an effort to show positive effects of using mother tongue, when used appropriately and judiciously, in teaching and learning second language

On November 17 and 18, 2001, I presented a series of four lectures at National Taipei University in Taiwan. I attempted to review the fundamentals of second-language acquisition theory, present some of the original research supporting the theory as well as more recent studies, present counterarguments to criticisms, and explore some new areas that appear to have promise for progress in both theory and application. This volume is based on these lectures. Chapters 1, 2, and 4 correspond closely to three of the four lectures presented. Chapter 3 includes material presented in the fourth lecture but also includes material discussed in response to questions from the audience, as well as a discussion of a recent paper by Norris and Ortega dealing with the effect of grammar instruction. Chapter 1 reviews the central hypotheses underlying what I consider to be current theory in language acquisition. These hypotheses have not only survived well over the years but have also proven to be useful in other areas of language education. So far, research results remain consistent with these hypotheses and there is no counterevidence. According to the rules of science, this is all one can demand of a hypothesis. But the fact that the hypotheses have also helped explain phenomena in other areas is equally impressive. The clearest example is the role of the input hypothesis (also known as the comprehension hypothesis). As explored in Chapter 2, the input hypothesis has been successfully applied in the area of reading; comprehensible input in the form of free voluntary reading has been shown to be highly effective for first-and second-language development. I have argued in other publications that comprehensible input also helps explain the success of whole language methodology in beginning reading (Krashen 1999a) as well as the success of well-designed bilingual education programs (Krashen 1996). Chapter 3 is self-defense. The research community has devoted an extraordinary amount of energy in an attempt to show that grammar teaching works. Instead, they have shown only what many, many language students have always realized: Formal grammar instruction has a very limited impact on second-language competence. Even intensive, prolonged instruction that is limited to just a few aspects of grammar results, in general, in only modest gains on tests in which students are encouraged to think about form. The researchers themselves, in every case, consider their results to strongly support the efficacy of grammar instruction. I argue in Chapter 3 that the results only show that the Monitor hypothesis, reviewed in Chapter 1, is correct. Chapter 3 also contains a discussion of a current rival to the input hypothesis, the comprehensible output hypothesis. Its originator, Merrill Swain, did not consider

The aim of this paper is to investigate errors made by second and foreign language (L2) learners so as to understand the strategies and techniques used in the process of second and foreign language learning. Error analysis is a very important area of applied linguistics as well as of second and foreign language learning. It is also a systematic method to analyze learners' errors. Errors are not always bad, rather they are crucial parts and aspects in the process of learning a language. They may provide insights into the complicated processes of language development as well as a systematic way for identifying, describing and explaining students' errors. Errors may also help to better understand the process of second and foreign language acquisition. This study tries to investigate why Pakistani ESL and Iranian EFL learners fail to produce grammatically correct sentences in English, in spite of having English as a compulsory subject at all levels in their learning institutions and schools. What are the reasons for their poor English written performance? In the present study, the writing assignments of university students as well as intermediate English learners were analyzed for the purpose of error analysis. Results of the analysis suggest that students lack grammatical accuracy in their writing and are not sure of the grammatical rules that may apply in their writing in English. The study concludes that they are highly influenced by the rules of their first language (L1).

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years.

For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched comprehensively to extend predominantly communicative language teaching approaches focusing on training language skills. While international, in the 2000s the use of web 2.0 technologies in particular has been introduced for developing reading and writing skills in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in L2 teaching and learning and in particular the teachers' key role in e-learning will be addressed.

For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched comprehensively to extend predominantly communicative language teaching approaches focusing on training language skills. While international, in the 2000s the use of web 2.0 technologies in particular has been introduced for developing reading and writing skills in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in L2 teaching and learning and in particular the teachers' key role in e-learning will be addressed.

The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at last discusses the relationship between learner corpora and foreign language teaching.

High school students studying French as a second language in Toronto were administered a questionnaire and a variety of achievement tests in French. Results were analyzed to determine the effects of learner characteristics on the development of second language competence. Four factors in learning success were posited: attitude, strategy, aptitude, and field independence. Aptitude consistently accounted for the largest portion of the variance in achievement. Only certain strategies were found to be responsible for achievement, the chief of which was functional practice. The most critical component of the attitude factor in terms of its effect on achievement was emotional intensity. Field independence was not found to be significantly related to achievement. These findings are taken into account in the revision of a model of language learning processes, which is viewed as having pedagogical implications. (JB)

High school students studying French as a second language in Toronto were administered a questionnaire and a variety of achievement tests in French. Results were analyzed to determine the effects of learner characteristics on the development of second language competence. Four factors in learning success were posited: attitude, strategy, aptitude, and field independence. Aptitude consistently accounted for the largest portion of the variance in achievement. Only certain strategies were found to be responsible for achievement, the chief of which was functional practice. The most critical component of the attitude factor in terms of its effect on achievement was emotional intensity. Field independence was not found to be significantly related to achievement. These findings are taken into account in the revision of a model of language learning processes, which is viewed as having pedagogical implications. (JB)

Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL (LingQ, Lang-8, italki, and Polyglotclub) through site design and user experience from two perspectives: using the sites as a language teacher through site analyses; and using the sites as a language learner through usability testing. The findings showed that these sites have the potential to facilitate language learning. The learning tasks created using the social networking features of these sites are to provide examples of how to use these SNSLL as teaching tools under a socio-constructivist learning framework. In addition, the results of the usability testing highlighted the importance of considering the website's information, interface, and interaction designs. SNSLL should be as easy to use and as intuitive to navigate as possible. We hope the findings will provide valuable insights regarding how SNSLL can be used as teaching and learning tools, and how they should be designed to facilitate pedagogical goals.

Recent emphasis on target language interaction in task-based, technologymediated language classrooms makes the interactive whiteboard (IWB) an attractive tool: it constitutes a "digital hub" particularly suited to younger learners who require greater visual support and active learning. However, recent research in UK and French primary classes suggests that teachers do not always use the IWB to promote interactivity and may provide only limited opportunities for synergistic interactivity (Beauchamp & Kennewell, 2010) or unplanned interaction (Whyte, 2011), and this lack of room for participation can lower learners' motivation (Hall & Higgins, 2005). Ineffective exploitation of IWB affordances may be related to teachers' beliefs about language acquisition and pedagogy (Borg, 2006) as well as their views of technology (Orlando, 2009). This research suggests a need for greater investigation of teachers' views on language learning with technology and more longitudinal research and training. This study focuses on an EU-funded project iTILT (interactive Technologies In Language Teaching) on IWBs for communicative language teaching, involving 42 teachers of different languages and proficiency levels from primary school to higher education contexts in seven countries. The paper examines eight teachers in five French and Welsh primary schools in the context of this wider data set: data include pre-training questionnaires on teachers' perceived confidence and competence with the IWB and information and communication technology (ICT) in general; 27 video clips of classroom interaction selected by the teachers for the project website; and teacher and learner interview data. Results provide an overview of the teachers' use of IWB features and tools for particular language learning objectives with specific teaching methods, as well as insights into the perceptions of both primary teachers and learners of how the features of the IWB both facilitate and support effective communicative language teaching and learning in primary foreign language (FL) classes. [For the complete volume, see ED574893.]

Recent emphasis on target language interaction in task-based, technologymediated language classrooms makes the interactive whiteboard (IWB) an attractive tool: it constitutes a "digital hub" particularly suited to younger learners who require greater visual support and active learning. However, recent research in UK and French primary classes suggests that teachers do not always use the IWB to promote interactivity and may provide only limited opportunities for synergistic interactivity (Beauchamp & Kennewell, 2010) or unplanned interaction (Whyte, 2011), and this lack of room for participation can lower learners' motivation (Hall & Higgins, 2005). Ineffective exploitation of IWB affordances may be related to teachers' beliefs about language acquisition and pedagogy (Borg, 2006) as well as their views of technology (Orlando, 2009). This research suggests a need for greater investigation of teachers' views on language learning with technology and more longitudinal research and training. This study focuses on an EU-funded project iTILT (interactive Technologies In Language Teaching) on IWBs for communicative language teaching, involving 42 teachers of different languages and proficiency levels from primary school to higher education contexts in seven countries. The paper examines eight teachers in five French and Welsh primary schools in the context of this wider data set: data include pre-training questionnaires on teachers' perceived confidence and competence with the IWB and information and communication technology (ICT) in general; 27 video clips of classroom interaction selected by the teachers for the project website; and teacher and learner interview data. Results provide an overview of the teachers' use of IWB features and tools for particular language learning objectives with specific teaching methods, as well as insights into the perceptions of both primary teachers and learners of how the features of the IWB both facilitate and support effective communicative language teaching and learning in primary foreign language (FL) classes. [For the complete volume, see ED574893.]

Recent emphasis on target language interaction in task-based, technologymediated language classrooms makes the interactive whiteboard (IWB) an attractive tool: it constitutes a "digital hub" particularly suited to younger learners who require greater visual support and active learning. However, recent research in UK and French primary classes suggests that teachers do not always use the IWB to promote interactivity and may provide only limited opportunities for synergistic interactivity (Beauchamp & Kennewell, 2010) or unplanned interaction (Whyte, 2011), and this lack of room for participation can lower learners' motivation (Hall & Higgins, 2005). Ineffective exploitation of IWB affordances may be related to teachers' beliefs about language acquisition and pedagogy (Borg, 2006) as well as their views of technology (Orlando, 2009). This research suggests a need for greater investigation of teachers' views on language learning with technology and more longitudinal research and training. This study focuses on an EU-funded project iTILT (interactive Technologies In Language Teaching) on IWBs for communicative language teaching, involving 42 teachers of different languages and proficiency levels from primary school to higher education contexts in seven countries. The paper examines eight teachers in five French and Welsh primary schools in the context of this wider data set: data include pre-training questionnaires on teachers' perceived confidence and competence with the IWB and information and communication technology (ICT) in general; 27 video clips of classroom interaction selected by the teachers for the project website; and teacher and learner interview data. Results provide an overview of the teachers' use of IWB features and tools for particular language learning objectives with specific teaching methods, as well as insights into the perceptions of both primary teachers and learners of how the features of the IWB both facilitate and support effective communicative language teaching and learning in primary foreign language (FL) classes. [For the complete volume, see ED574893.]

This paper describes the collective activity of a group of four students who created a digital story as a teaching resource that was to be used for teaching English as a foreign language. It uncovers and analyzes the actual processes underlining the activity as it unfolds from one stage to another. Four processes, viz., sociocognitive interactions, methodological processes, reflective processes and techno-semiopragmatic interactions were identified during the unfolding of the collective activity. Moreover, the results of this study highlight the role of the community in determining the activity of a lower level language group.

This paper describes the collective activity of a group of four students who created a digital story as a teaching resource that was to be used for teaching English as a foreign language. It uncovers and analyzes the actual processes underlining the activity as it unfolds from one stage to another. Four processes, viz., sociocognitive interactions, methodological processes, reflective processes and techno-semiopragmatic interactions were identified during the unfolding of the collective activity. Moreover, the results of this study highlight the role of the community in determining the activity of a lower level language group.

The idea behind the very first book project of Research-publishing was targeting young researchers, having just completed, or nearly completed their Ph.D., with a research focus on language learning by means of Internet technology and web-based computer applications. Also part of the idea was making the book easily accessible for anyone on the Internet. Since the book deals with research studies of web-based language learning, the nature of the content embraces the openness of the Internet. This is why it is digital rights management free and accessible online, free of charge. Our aim with this book is to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based CALL.

The proceedings presented consist of summaries and reports of the presentations given during a summer institute on teaching linguistically and culturally diverse learners. Summaries of the following papers are provided: "Education 2000 and Beyond: The Challenge of Our Culturally Diverse Students" (Eugene Garcia); "Second Language Learning in School Settings: Lessons from Immersion" (Fred Genesee); "Elementary Teaching Strategies" (Erminda Garcia, Pola Espinoza, Noni Mendoza Reis); "Effective Programs for Language Minority Students" (Donna Christian, Hugh Mehan, Roland Tharp); and "Learning from Households: Tapping into Funds of Knowledge" (Norma Gonzalez); Interactive Reading Instruction; Instructional Conversations (Jane Echevarria); Teaching Academic Language in Content Areas (Nancy Rhodes and others); The Social Organization of Teaching and Learning (Roland Tharp); Organizing Classrooms for Diversity (Stephanie Dalton and Noni Mendoza Reis); and Language Assessment of Bilingual Children (Barry McLaughlin). (VWL)

This study sought to determine how students value learning Korean as a second language in the context of six instructor-selected strategies for teaching. Twenty-three students enrolled in introductory Korean participated. This study utilized mastery learning, cooperative learning, non-directed learning, and three different direct teaching strategies. Students responded to a survey and ranked instructional strategies according to their perceived effectiveness. It was found that the students preferred the more traditional approaches, including lectures and drills, but also enjoyed the change of pace that the new methods offered. Some students performed better under different strategies. Group work drew out the best in some and the worst in others. The study also indicates that there is a need to integrate various strategies into daily lessons. Students' responses indicate that numerous means are available and effective for reaching an instructional goal. Strategy variation might be more effective and stimulating for the student. An appendix contains the survey instrument. (Contains 30 references.) (KFT)

This paper examines the second language teaching experience in Nigeria. It discusses mother tongues, official second languages, indigenous second languages, and foreign languages. It critically evaluates the Six Year Primary Project, a model study which examined the effectiveness of one Nigerian mother tongue, Yoruba, as a medium of instruction in Nigerian schools and colleges. It also evaluates the Communication Skills Project, which investigated how to best teach English in order to enhance the ability of Nigerian undergraduate students to receive and give information in English. This project ended up failing completely. Next, the paper explains why Nigerian languages, whether performing the role of mother tongue, second language, or foreign language, are not effective media for teaching and learning. Finally, it speculates on the possible trends in mother tongue and second language learning, research, and instruction, suggesting what should be done to facilitate the use of languages and second language learning, research, and instruction. (SM)

This paper discusses the integration and effectiveness of blended learning for the development and assessment of listening skills in a second language. The development of oral abilities (listening and speaking) is one of the most challenging and neglected aspects of second language learning (Vandergrift & Goh 2012, Graham & Santos 2015). Listening comprehension work in particular is crucial in the early stages of second language acquisition, and, therefore, for "ab-initio language" students, for whom processing and decoding auditory input can be very challenging. In 2014 a set of online listening quizzes was created and integrated into two "ab-initio" Italian courses. The aim was to offer engaging, flexible listening comprehension practice and assessment, which would extend the students' learning experience, stimulate their learning motivation and allow for a better use of face-to-face teaching in the classroom environment. Having conceptualised listening as a process rather than a product we designed tasks to teach learners how to listen, rather than merely test their comprehension. The validity of the quizzes as a means for the development of listening skills and as a tool for formative and summative assessment was subjected to systematic analysis via an online student survey. The large amount of data collected reveals that the quizzes were a key element in the development of listening skills and the delivery mode did not only meet the students' learning needs but it was clearly preferred to in-class assessment.

The activity of reading has its own aims and purposes. There are different kinds of situation in which a person involves himself in reading activity. Such as a person may read to obtain information. Some may read to criticize the writer’s view, ideas and the style used by the used by the writer. While some prefer reading as their passtime and enjoyment. Some read for the improvement of the language being read. The goal for reading also arbitrates the correct method for reading comprehension. One should know that reading is considered as a life long skill which is not only used in schools and colleges. Reading skill is the key purpose of communicative approach. The communicative approach for language teaching has provided certain texts and methods for the instructors to develop reading skills among students. Based on the previous researches on reading skills it is found that reading teaching methods is a major element in developing students reading comprehension. Researchers stated that teachers should have a solid foundation with perfect strategies to handle students reading comprehension. This research aims at providing certain methods and techniques for the improvement of students’ reading skills. It also aims at students self learning process

The activity of reading has its own aims and purposes. There are different kinds of situation in which a person involves himself in reading activity. Such as a person may read to obtain information. Some may read to criticize the writer’s view, ideas and the style used by the used by the writer. While some prefer reading as their passtime and enjoyment. Some read for the improvement of the language being read. The goal for reading also arbitrates the correct method for reading comprehension. One should know that reading is considered as a life long skill which is not only used in schools and colleges. Reading skill is the key purpose of communicative approach. The communicative approach for language teaching has provided certain texts and methods for the instructors to develop reading skills among students. Based on the previous researches on reading skills it is found that reading teaching methods is a major element in developing students reading comprehension. Researchers stated that teachers should have a solid foundation with perfect strategies to handle students reading comprehension. This research aims at providing certain methods and techniques for the improvement of students’ reading skills. It also aims at students self learning process

MATERIALS IN THIS ANNOTATED BIBLIOGRAPHY HAVE PUBLICATION DATES 1954-66, AND WERE COLLECTED FOR A (CALIFORNIA) STATEWIDE PLAN FOR THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULA RESEARCH PROGRAMS INVOLVING ADULT STUDENTS WITH SPANISH SURNAMES, FUNDED IN MAY 1965 UNDER TITLE V OF THE ELEMENTARY AND SECONDARY EDUCATION ACT. MATERIALS OF INTEREST TO TEACHERS OF ENGLISH AS A SECOND LANGUAGE ARE DIVIDED INTO GROUPS--APPLICATION, LINGUISTICS, LANGUAGE AND RELATED DISCIPLINES, PERIODICALS, AND TEXTBOOKS AND MATERIALS. SOURCES FOR THE BIBLIOGRAPHY ARE GIVEN. (AJ)

The collection of articles on second language teaching and learning includes: "Cross-Cultural Discourse Pragmatics: Speaking about Hearsay in English and Japanese" (Nobuko Trent); "An Investigation of Student Opinions and Educational Experiences in Spanish for the Heritage Speakers at Arizona State University and the University of Arizona" (Theresa Reber, Kimberly Geeslin); "Authentic Foreign Language Testing in a Brazilian University Entrance Exam" (Rosana M. F. Cardoso); "Changing Teacher Roles in the Foreign Language Classroom" (Francis Johnson, Marion Delarche, Nicholas Marshall, Adrian Wurr, Jeffery Edwards); "Neurolinguistic Applications to SLA Classroom Instruction: A Review of the Issues with a Focus on Danesi's Bimodality" (E. G. Kim-Rivera); and "A Test for Learning Style Differences for the U.S. Border Population" (Armand Picou, Rebecca Gatlin-Watts, James Packer). A book review is also included. (David Coberly) Individual papers contain references.) (MSE)