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Language Teaching

Language Teaching is an abstracting journal. It is the international research resource for language professionals, published in association with The Centre for Information on Language Teaching and Research (CILT) and the British Council. It brings together in one journal the latest findings in important research worldwide in language teaching and learning. Each four-part volume contains some 700 abstracts which summarise significant research selected from key international periodicals in the field.

Look at the following extract from Volume 35.


Language teaching

02-1 Aitsiselmi, Farid  (U. of Bradford, UK). Acquiring French by electronic mail. Francophonie  (Rugby, UK), 23  (2001), 15-19.

Modern information technology, especially Email, provides an ideal tool to engage learners in genuine written activities. This article describes an experiment in which first-year university students of French were encouraged to send messages of a personal nature to their tutor in order to elicit a response. The messages were not evaluated in any way, though they were corrected. The theoretical framework, based on the Monitor Model developed by Krashen, is discussed, including some controversial aspects. There were several positive factors arising from the exercise: once the first step had been taken, students all participated enthusiastically; the exchanges offered genuine interpersonal communication; the tutor's feedback constituted the input to which students were exposed; students were more relaxed about sending Emails than doing formal writing because the focus of the activity is on meaning and they associate sending Emails with chatting with friends; because they are not being evaluated they are more interested in conveying meaning and becoming good communicators in the target language. Students' feedback on the activity was very positive, showing that they enjoyed the genuinely communicative nature of it. Some drawbacks are also discussed.

02-2 Azpillaga, Beronika, Arzamendi, Jesus, Etxeberria, Feli, Garagorri, Xabier, Lindsay, Diana and Joaristi, Luis  (U. of the Basque Country, Spain). Preliminary findings of a format-based foreign language teaching method for school children in the Basque Country. Applied Psycholinguistics  (Cambridge, UK), 22, 1  (2001), 35-44.

This article describes the preliminary findings in the Basque Country of a project shared by four European countries to teach a second or foreign language  (FL) to pre-school and school-age children. The method used to teach the FL - in this case, the third language  (English) - is based on the use of dramatised formats  (Taeschner, 1992). The article examines  (1) the level of proficiency attained by the experimental groups  (50 pupils) at the end of the first and second year of working with the method, and  (2) the level of proficiency attained by the experimental groups by the end of the second year compared to that attained by the control groups  (20 pupils) working with a different method. Other variables are also considered: specific behaviour types  (disruptive, withdrawn), intelligence, sex, language achievement, and sociocultural background. The linguistic data were transcribed and analysed with the CLAN programs of CHILDES  (MaeWhinney, 1995), and various statistical analyses were carried out. The results indicate significant differences in language proficiency in favour of the experimental group as well as some interesting information about children with specific behaviours learning with this method. [See also abstract 02-77]

02-3 Barbot, Marie-Jos?  (Universit? du Littoral, C?te d'Opale, Dunkerque, France). Un premier r?le pour l'?valuation sur la sc?ne de la didactique? [A primary role for evaluation in teaching?] M?langes CRAPEL  (Nancy, France), 25  (2000), 129-51.

Evaluation is the domain which provides evidence that changes have occurred in an educational structure, and changes in evaluation systems influence teaching and learning practices.  This article explores the characteristics of the three main types of evaluation: evaluation of products and structures, formative and certificative evaluation of learners, and initial and in-service evaluation of teachers. The field of evaluation is submitted to challenges that instil dynamism but also create contradictory forces: challenges with regard to efficiency, rationalisation and economy; pedagogical challenges to plurilingualism, partial competence, autonomy, cultural awareness, as witnessed in the Junior and Adult Language Portfolio projects of the Council of Europe; and challenges brought about by the social function of evaluation, which gives it sway over both language learning and teacher education. It thus becomes crucial, for all types of evaluation, to specify the didactic options on which they are based. If things remain vague, or if didactic criteria give way too much to economic or pragmatic criteria, evaluation processes run the risk of becoming no more thar mechanical redtape.

02-4 Borg, Simon  (U. of Leeds, UK). Self-perception and practice in teaching grammar. ELT Journal  (Oxford, UK), 55, 1  (2001), 21-29.

In recent years educational research has stressed the role which teachers' subject-matter knowledge plays in shaping what they do in the classroom. In English language teaching  (ELT), although the importance of teachers' knowledge about language  (KAL) has also been emphasised, there is a lack of empirical insight into the relationship between teachers' perceptions of such knowledge and their classroom practice. With specific reference to grammar, this paper presents and discusses data from classroom observations, and interviews with teachers which shed light on this issue. These data suggest that enabling teachers to develop and sustain a realistic awareness of their KAL should be an important goal for teacher education and development programmes.

02-5 Brown, David  (Universit? Henri Poincar?, Nancy, France). Now you see me, now you don't. A new look at the visual channel in video in language teaching/learning. ASp  (Anglais de Sp?cialit?)  (Bordeaux, France), 27/30  (2000), 379-85.

It has been taken as a foregone conclusion for the past two decades that video is an inevitable component of the language teaching and learning scene. Applied linguists of considerable reputation have driven this idea home with force to the point that an entire generation of teachers accept the presence of video in the classroom without question. Indeed, its absence is even considered odd. The present author asks why video use should play any particular role in the language learning process, and suggests that, if it does play any role at all, it is not for the reasons initially put forward. A short experiment is described where a number of listening activities - one involving video - were set for three groups of first-year university students. This article is intended to sweep away some of the cobwebs while attempting to clarify the issue.

02-6 Brown Mitchell, Cheryl and Vidal, Kari Ellingson  (Brigham Young U. , USA). Weighing the ways of the flow: twentieth century language instruction. The Modern Language Journal (Malden, MA, USA), 85, 1  (2001), 26-38.

A traditional metaphor for changes in language teaching methodologies has been that of a pendulum swinging back and forth. However, this historical review of methodology articles in The Modern Language Journal  (MLJ) suggests a new, more dynamic, metaphor - that of a river flowing. The article examines first the major mainstream methods discussed in the MLJ, showing how they came into being and what caused them, as opposed to other methods, to become so strong. Other historical and academic factors that caused the methods to divert and divide into several channels are then examined. The article concludes with potential areas of exploration which might lead to the development of new water sources or the diversion of the current stream into new channels. It is suggested that the new metaphor and historical review of MLJ methodology articles allow a view of work having progressed over the years and not just swinging like a pendulum between two opposing positions. [See also abstracts 02-10, 02-48, 02-54, 02-56, 02-67. ]

02-7 Butzkamm, Wolfgang  (Aachen U. of Tech. , Germany). Learning the language of loved ones: on the generative principle and the technique of mirroring. ELT Journal (Oxford, UK), 55, 2  (2001), 149-54.

Practising communication is an important classroom activity, but communication is not everything. Learners must also learn to divide messages into their component parts, otherwise each new message would have to be taken over from others and memorised, in which case there would never be any really new messages. Language only comes into its own when the learner discovers its sequential combinatorial system. Intuitively, parents have always taken pains to assist their children in this task. In language learning and teaching, the generative principle is just as important as the communicative principle. The two should be seen as companions rather than opposites: techniques are available to breathe communicative life into structural exercises.

02-8 Candelier, Michel  (Universit? Ren? Descartes, Paris V, France). La sensibilisation ? la diversit? linguistique : une d?marche adapt?e aux ambitions et possibilit?s de l'?cole primaire. [Raising awareness of linguistic diversity: an approach adapted to the aims and potential of elementary school. ] M?langes CRAPEL (Nancy, France), 25  (2000), 107-27.

Evlang  (developing language awareness in elementary school) is a European Union-supported action/research programme aimed at developing an original approach to languages in French elementary schools. It is not so much a matter of teaching one foreign language, but rather of introducing children  (nine and ten year olds) to the diversity of languages and cultures and developing their capacities for observing, analysing and learning languages. In order to develop these capacities, children work on texts, both written and oral, in a wide variety of languages: regional languages, minority languages, immigrants' languages and school language in its various forms. This article offers a comparison between this approach and the one officially recommended in the French school system, showing a significant number of common features concerning the skills required in different subjects in the curriculum  (including 'mastery of the language') as well as general learning and social skills. A brief survey of the problems raised by generalising foreign language teaching in French primary schools, together with an analysis of teachers' reactions to Evlang, leads to an assessment of the potential value of the language awareness approach at the elementary school level.

02-9 Carette, Emmanuelle  (CRAPEL, Universit? Nancy 2, France). Introduction de l'autonomie dans le syst?me ?ducatif fran?ais: des r?ponses, des questions. [Introducing autonomy in the French educational system: answers and questions. ] M?langes CRAPEL (Nancy, France), 25  (2000), 185-97.

It has been approximately ten years since 'learner autonomy' was introduced as an educational objective in the foreign language teaching programmes of the French primary and secondary school systems. In this article, the author comments on the way this 'new' objective has been and still is being introduced, and suggests that there is a discrepancy between 'autonomy' as used in official guidelines and 'learners' ability to direct learning' as used by CRAPEL  (Centre de   Language teaching ? Recherches et d'Applications P?dagogiques en Langues, Centre for Research and Teaching in Languages), following Henri Holec.

02-10 Chaudron, Craig  (U. of Hawai'i, USA). Progress in language classroom research: evidence from The Modern Language Journal, 1916-200l. The Modern Language Journal (Malden, MA, USA), 85, 1  (2001), 57-76.

This article reviews the topical and methodological trends in the past 85 years of research on language classrooms in The Modern Language Journal  (MLJ). The primary focus is on empirical investigations into oral classroom instruction in post-secondary classes, which include comparisons of language teaching methodology, observational procedures in classrooms, examinations of teacher and learner talk, and some reports on the influence of specific factors such as tasks and learner attitudes on instructional interaction. Since the review is limited to studies published in the MLJ, a critical comparison of findings is not feasible, although some general trends are noted. The article documents a substantial broadening of scope and sophistication of the methodology adopted for research on instruction in language classrooms. Some critical improvements in methodology are suggested. [See also abstracts 02-06, 02-48, 02-54, 02-56, 02-67. ]

02-11 Chavez, Monika  (U. of Wisconsin-Madison, USA). Judgement Day: students' perspectives on end-of-course evaluations. Die Unterrichtspraxis / Teaching German (Cherry Hill, NJ, USA), 33, 2  (2000), 113-24.

This article reports on a study of end-of-semester course evaluations conducted at the University of Wisconsin-Madison. A questionnaire, consisting of open-ended and closed portions, explored students' baseline profiles of good teaching assistants  (TAs) and good  (second-year) German courses; the intent of the students completing the evaluations; external factors  (e. g. , the teacher's feelings and professional status) affecting students' responses; and the confidence which students have both in their own objectivity and the representativeness of their opinions. Excerpts from interviews with TAs thus evaluated are given to complement students' reactions. From these results emerge recommendations for the proper role of end-of-semester evaluations.

02-12 Cheung, Chi-Kim  (U. of Hong Kong). The use of popular culture as a stimulus to motivate secondary students' English learning in Hong Kong. ELT Journal (Oxford, UK), 55, 1  (2001), 55-61.

Social and economic factors account for why Hong Kong students need to learn English in school. Schools are crucial to students' language learning, so all English teachers should feel responsible for promoting its effective teaching. The present author argues, however, that too many of them rely on uninteresting textbooks which focus students' attention on grammatical structures, and on practice in isolation; and that too many of their classroom activities are based on teacher-talk and student-listen routines. These practices are unlikely to lead students to develop a genuine interest in learning English. This paper argues that English teachers' use of popular culture is a key to effective teaching and learning, and outlines a number of implications for how teachers might cater for students' needs in their choice of teaching strategies and learning materials.

02-13 Cook, Guy  (U. of Reading, UK). 'The philosopher pulled the lower jaw of the hen.' Ludicrous invented sentences in language teaching. Applied Linguistics (Oxford, UK), 22, 3  (2001), 366-87.

This paper assesses, and contests, the long tradition of attacks on the use of invented sentences in language teaching. It seeks to separate arguments against them which rely on parody and ridicule, from more reasoned assertions. Four main serious arguments are identified: invented sentences are 'meaningless'; they are not discourse; they are not 'real': and they are 'bad' for learners. Each of these claims is discussed in turn, and countered. It is argued that, while invented sentences have often been uninspiring in practice, there are no valid reasons of principle against their use. On the contrary, sentences invented by a teacher for a specific context may have advantages which are less easily attained by the use of attested examples: as a means of making a lesson more personal and spontaneous; as illustration of a linguistic item; as a means of promoting noticing; and as mnemonics. The conclusion of the argument is that both invented and attested examples have a role to play in language teaching, and that the dogmatic outlawing of the former is misguided.

02-14 Coste, Daniel  (Ecole Normale Sup?rieure Lettres et Sciences Humaines, Lyon, France). Le declin des m?thodologies: fin de si?cle ou ?re nouvelle? [The decline of methodologies: fin de si?cleor new era?] M?langes CRAPEL (Nancy, France), 25  (2000), 199-212.

This article analyses a certain number of trends in foreign language teaching theory and practice which have taken the heat out of the debate on teaching models and methodology over the past thirty years. The author analyses in particular the manner in which methodological models have tended to lose sway, giving way to eclectism as a means to deal with complexity. He then describes how the field of language didactics has split into different specialised sub-domains, each one developing its own analytic criteria, with no consideration being given to the development of common concepts. Thirdly, he argues that the development of commercial language teaching on an international basis has given rise to broad-brush methodological approaches. Finally, he suggests some of the directions that a renewed   n Language teaching methodological era could take, including an increase in scientific research, the definition of general curricular aims, and closer attention to ethical aspects of curriculum development.

02-15 Cothran, Bettina F.  (Georgia Inst. of Technology, USA) and Gramberg, Anne-Katrin. Business German: the next step, the birth of a new discipline. Die Unterrichtspraxis / Teaching German  (Cherry Hill, NJ, USA), 33, 2  (2000), 148-71.

Ten years ago, an entire issue of Monatshefte was devoted to the 'Focus on Business German'. A number of articles and a survey presented the status of this relative newcomer among the subjects taught in Departments of German. This focus has become more pronounced in the last decade. A global mindset for Americans is essential for keeping their role as a major player in the international market. It is therefore essential that the educational system respond to these new challenges with courses and curricula that prepare students accordingly. This paper examines the latest developments on the basis of up-to-date statistics, and attempts to draw initial conclusions about the effectiveness of programmes offered and materials and skills taught in a growing array of applied linguistics offerings at colleges and universities in the United States.

02-16 Curado Fuentes, Alejandro  (U. of Extremadura, Spain). Lexical behaviour in academic and technical corpora: implications for ESP development. Language Learning and Technology  (http://llt. msu. edu/), 5, 3  (2001), 106-29.

Lexical approaches to Academic and Technical English have been well documented by scholars from as early as Cowie  (1978). More recent work demonstrates how computer technology can assist in the effective analysis of corpus-based data  (Cowie, 1998; Pedersen, 1995; Scott, 2000). For teaching purposes, this recent research has shown that the distinction between common coreness and diversity is a crucial issue. This paper outlines a way of dealing with vocabulary in instruction in the light of insights provided by empirical observation. Focusing mainly on collocation in the context of English for Specific Purposes  (ESP), and, more precisely, within English for Information Science and Technology, it is shown how the results of the contrastive study of lexical items in small specific corpora can become the basis for teaching/learning ESP at the tertiary level. In the process of this study, an account is given of the functions of academic and technical lexis, aspects of keywords and word frequency are defined, and the value of corpus-derived collocation information is demonstrated for the specific textual environment.

02-17 Dam, Leni  (Karlslunde). Bridging the gap between real life and the language classroom - principles, practices and outcomes. Odense Working Papers in Language and Communication  (Odense, Denmark), 22, (2001), 43-64.

This paper examines the principles underlying the organisation and content of a language classroom where the aim is to bridge the gap between real life and classroom life. The first part of the paper discusses the principles of such teaching and learning and presents a model of the main elements wherever teaching and learning take place. It is suggested that, in the traditional language classroom, learners are encouraged to do things and practise sentences that are both artificial and hardly used in real life. The paper goes on to make suggestions for setting up an environment where real communication takes place, with particular focus on the organisation of the classroom, the structure of a class period, teacher-directed, learner-directed and -initiated classroom activities, and the use of internal integrated evaluation and learner diaries. It is claimed that the learning centred environment so designed can develop in its participants a self-esteem which supports them in the learning process and which caters for authentic, real life communication.

02-18 Dassier, Jean-Louis P.  (U. of Southern Mississippi, USA). R?les de la communication et de la grammaire pour les novices du fran?ais langue ?trang?re. [The role of communication and grammar for beginning learners of French as a foreign language. ] The French Review (Carbondale, IL, USA), 74, 4  (2001), 686-97.

In the context of a more communicative approach to the teaching of French as a foreign language [FL], this article explores how two new teachers deal with oral communication and the teaching of grammar in their classes. Representative extracts from their experiences are presented and analysed, based on four months of ethnographic research in which the participants were videotaped every day and took part in several interviews. Lesson plans and personal journals also provide perspectives on their teaching. The reactions of the two participants are contrasted, and new ideas for teacher training drawn out for those newly converted to the communicative learning and teaching of FLs.


Find the abstracting journals for your subject.

Language Teaching: List of periodicals

Abstracting journals will give you a list of the journals used to compile the abstracts. This is the list from Language Teaching.

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

The editor is very pleased to have new (or neglected!) periodicals brought to her attention.

 

 AILA Review, a publication of the Association Internationale de Linguistique Appliqu?e. Correspondence to David Graddol, Managing Director, AILA Review, School of Education, Open University, Milton Keynes, MK7 6AA, England / This email address is being protected from spambots. You need JavaScript enabled to view it.

Aile (Acquisition et Interaction en Langue Etrang?re), revue semestrielle de l'association Encrages, Universit? Paris VIII, 2 rue de la Libert?, 93256 St. Denis, France.

Annual Review of Applied Linguistics, Cambridge University Press, New York, USA & The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://dli-www.army.mil/

Applied Linguistics, published in co-operation with AAAL American Association for Applied Linguistics, AILA International Association of Applied Linguistics and BAAL British Association for Applied Linguistics, Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, England. http://www.applij.oupjournals.org

Applied Psycholinguistics, Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Les apr?s-midi de LAIRDIL (Laboratoire Inter-Universitaire de Recherche en Didactique des Langues), IUT A - Universit? de Toulouse III, 115 route de Narbonne, Toulouse Cedex 4, France. http://www.lairdil.iut-tlse3.fr

Asia Pacific Journal of Language in Education, Centre for Language in Education, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong; http://www.ied.edu.hk/

ASp (Anglais de Sp?cialit?), la revue de GERAS (Groupe d'?tudes et de Recherches en Anglais de Sp?cialit?), D?partement de Langues Vivantes Pratiques (DLVP), Universit? Victor-Segalen Bordeaux 2, 3 place de la Victoire, F-33076 Bordeaux Cedex, France. http://www.langues-vivantes. u-bordeaux2.fr

Australian Journal of French Studies, Department of Romance Languages, French Section, Monash University, Clayton, Victoria 3168, Australia.

Babel (AFMLTA), Journal of the Australian Federation of Modern Language Teachers' Associations, 9 Stanley Street, North Adelaide, SA 5006, Australia. http://www.afmlta.asn.au

Babel, International Journal of Translation, published for the International Federation of Translators with the financial assitance of UNESCO, John Benjamins Publishing Co., Amsteldijk 44, PO Box 75577, 1070 AN Amsterdam,The Netherlands.

Babylonia: A Journal of Language Teaching and Learning, Fondation Langues et Cultures, cp 120, CH - 6949 Comano, Switzerland.

Bilingualism: Language and Cognition, Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

British Association for Applied Linguistics (BAAL) Newsletter, England.

British Educational Research Journal, Journal of the British Educational Research Association, Carfax Publishing, Taylor & Francis Ltd., PO Box 25,Abingdon, OX14 3UE, England. http://www/tandf.co.uk/journals

British Journal of Educational Psychology, published by The British Psychological Society, St. Andrews House, 48 Princess Road East, Leicester, LE1 7DR, England.

British Journal of Special Education, a Journal of the National Association for Special Educational Needs (NASEN), Blackwell Publishers Journals, PO Box 805, 108 Cowley Road, Oxford, OX4 1FH, England. http://www.nasen.org.uk

Bulletin suisse de linguistique appliqu?e, Swiss Association of Applied Linguistics, University of Neuch?tel, Espace Louis-Agassiz 1., CH-2000 Neuch?tel, Switzerland.

Cahiers AFLS, published by the Association for French Language Studies: Editor (Stephen Noreiko), Dept. of French, University of Hull, Hull, HU6 7RX, England. http://www.unl.ac.uk/sals/afls/cahiers.htm

Les Cahiers de l'APLIUT: P?dagogie et Recherche, published by the Association of Language Teachers in French Institutes of Technology (Association des Professeurs de Langues des Instituts Universitaires de Technologie), Centre International d'?tudes P?dagogiques, 1, avenue L?on-Journault, F-92311 S?vres cedex, France. http://www.apliut.com

Cahiers de Lexicologie: Revue Internationale de Lexicologie et de Lexicographie, Didier Erudition, 6 rue de la Sorbonne, 75005 Paris, France.

CALICO Journal, a publication of the Computer Assisted Language Instruction COnsortium, CALICO, 214 Centennial Hall, Southwest Texas State University, 601 University Drive, San Marcos, TX 78666, USA. http://www.calico.org

Canadian Journal of Applied Linguistics, publication of the Canadian Association of Applied Linguistics, Second Language Institute, University of Ottawa, 600 King Edward, Ottawa, Canada, ON KIN 6N5. http://www.aclacaal.org/revguiden.html

The Canadian Modern Language Review / La Revue canadienne des langues vivantes, University of Toronto Press, Journals Division, 5201 Dufferin Street, Toronto, Ontario, Canada M3H 5T8. http://www.utpjournals.com

CALS Working Papers in TEFL, Centre for Applied Language Studies, University of Reading,Whiteknights, PO Box 241, Reading, RG6 6WB, England.

Child Language Teaching and Therapy, Arnold, Hodder Headline PLC Group, 338 Euston Road, London, NW1 3BH, England.

Computer Assisted Language Learning: An International Journal, Swets & Zeitlinger, PO Box 825, 2160 SZ Lisse, The Netherlands. http://www.szp.swets.nl

Current Issues in Language and Society: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Rd., Clevedon, BS21 7HH,England.http://www.multilingual-matters.com

Deutsch als Fremdsprache, Langenscheidt KG, Crellestra?e 28-30, 10827 Berlin, Germany.

Deutsch: Lehren und Lernen, the German Journal of the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http://www.languagelearn.co.uk/journals.htm

Deutsche Sprache: Zeitschrift f?r Theorie, Praxis und Dokumentation (Institut f?r Deutsche Sprache, Mannheim), Erich Schmidt Verlag GmbH & Co., Genthiner Str. 30 G, D-10785 Berlin-Tiergarten, Berlin, Germany. http://www.erich-schmidt-verlag.de

Dialogues et Cultures, Revue de la F?d?ration internationale des professeurs de fran?ais, c/o Soci?t? belge des professeurs de fran?ais (S.B.P.F.), 106, rue Franz Merjay, B-1050 Brussels, Belgium.

Dutch Crossing, a journal of Low Countries Studies, the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http:/www.hull.ac.uk/php/abspjl/Dutch/ALCS/DutchCrossing.html

Edinburgh Working Papers in Applied Linguistics, Institute for Applied Language Studies, University of Edinburgh, 21 Hill Place, Edinburgh, EH8 9DP, Scotland.

Educational Research (National Foundation for Educational Research in England and Wales), Routledge Journals, 11 New Fetter Lane, London, EC49 4EE, England.

Educational Review, Carfax Publishing Co., PO Box 25, Abingdon, OX14 3UE, England.

Englisch (Zeitschrift f?r Englischlehrerinnen und Englischlehrer), P?dagogischer Zeitschriftenverlag, Axel-Springer-Str. 54b, 10117 Berlin, Germany.

English in Education, published by the National Association for the Teaching of English, 50 Broadfield Road, Sheffield, S8 0XJ, England. http://www.nate.org.uk

English Language Teacher Education and Development (ELTED), jointly produced by the Centre for English Language Teacher Education, University of Warwick and the Centre for English Language Studies (CELS), University of Birmingham, Edgbaston Park Road, Birmingham, B15 2TT, England.

ELT Journal: An international journal for teachers of English to speakers of other languages, Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, England. http://eltj.oupjournals.org

English for Specific Purposes: An International Journal, Elsevier Science, PO Box 211, 100 AE Amsterdam,The Netherlands. http://www.elsevier.com/inca/publications/store/6/8/2/

English Teaching: published by the Korea Association of Teachers of English, c/o Division of English, Pukyong National University, 599-1 Daeyon-dong, Nam-ku Pusan 608-737, Korea. http://www.kate.or.kr

English Today: The international Review of the English Language, Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://www.cambridge.org/elt

The ESPecialist, Centro de Pesquisas, Recursos e Informa??o em Leitura (CEPRIL), Rue Monte Alegre, 984-05014 S?o Paulo, Brazil. http://cogeae.pucsp.br/~pos/cepril/esp.html

Etudes de Linguistique Appliqu?e, Revue de Didactologie des langues-cultures, Didier Erudition, 6, rue de la Sorbonne, 75005 Paris, France.

Evaluation and Research in Education, Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Rd., Clevedon, BS21 7HH,England.http://www.multilingual-matters.com

First Language, Alpha Academic, Halfpenny Furze, Mill Lane, Chalfont St. Giles, Bucks., HP8 4NR, England.

Foreign Language Annals, American Council on the Teaching of Foreign Languages, 6 Executive Plaza,Yonkers, New York 10701-6801, USA. http://www.actfl.org

Le Fran?ais dans le Monde, 58 rue Jean-Bleuzen, 92178 Vanves, France. http://www.fdlm.org

Le Fran?ais Moderne: revue de linguistique fran?aise, Conseil interna-tional de la langue francaise (CILF), 11, rue du Navarin, 75009 Paris, France. http://www.cilf.org

Francophonie: the French Journal of the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http://www.languagelearn.co.uk/journals.htm

Fremdsprachen und Hochschule (FuH), Arbeitskreis der Sprachenzentren, Sprachlehrinstitute und Fremdsprachen-institute, Ruhr-Universit?t Bochum, Postfach 10 21 48, 44721 Bochum, Germany.

Fremdsprachen Lehren und Lernen (FLuL), Gunter Narr Verlag, Postfach 25 67, D-72015 T?bingen, Germany.

Fremdsprachenunterricht, Paedagogischer Zeitschriften Verlag,Axel-Springer-Str. 54B, 10117 Berlin, Germany. http://www.pvz-berlin.de

Der fremdsprachliche Unterricht: Englisch, Erhard Friedrich Verlag Gmbh & CO, KG, Postfach 100150, 30917 Seelze, Germany.

Der fremdsprachliche Unterricht: Franz?sisch, Erhard Friedrich Verlag Gmbh & CO,KG,Postfach 100150,30917 Seelze,Germany.

The French Review, published by the American Association of Teachers of French, Mailcode 4510, Dept. of Foreign Languages, Southern Illinois University, Carbondale, IL 62901-4510, USA.

Gender and Education, Carfax Publishing, Taylor & Francis Ltd., PO Box 25,Abingdon, OX14 3UE, England. http://www.tandf.co.uk/journals

The German Quarterly, published by The American Association of Teachers of German, 112 Haddontowne Court #104, Cherry Hill, NJ 08034-3668, USA.

Gifted Education International, A B Academic Publishers, PO Box 42, Bicester, OX6 7NW, England.

Glottodidactica: an International Journal of Applied Linguistics, Adam Mickiewicz University Press, 61-734 Poznan, Nowowiejskiego 55, Poland.

Hispania, published by the American Association of Teachers of Spanish and Portugese (AATSP), 2500, South State St,Ann Arbor, MI 48106, USA.

Hong Kong Journal of Applied Linguistics,The English Centre,The University of Hong Kong, Pokfulam Road, Hong Kong.

Info Daf (Informationen Deutsch als Fremdsprache), IUDICI-UM Verlag GmbH, Hans-Gr?ssel-Weg 13, 81375 M?nchen, Germany. http://www.daf.de

International Journal of Bilingual Education and Bilingualism, Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Rd., Clevedon, BS21 7HH, England. http://www.multilingual-matters.com

International Journal of Language and Communication Disorders, pub-lished for the Royal College of Speech and Language Therapists by Taylor & Francis, 11 New Fetter Lane, London, EC4P 4EE, England. http://www.tandf.co.uk/journals

IRAL: International Review of Applied Linguistics in Language Teaching, Mouton de Gruyter,Walter de Gruyter GmbH & Co. KG, Postfach 30 34 21, D-10728 Berlin, Germany.

Italica, Journal of the American Association of Teachers of Italian, Dept. of French and Italian, Ohio State University, 1841 Millikin Road, Columbus, OH 43210, USA.

ITL Review of Applied Linguistics, published by the department of Linguistics at the Catholic University of Belgium. http://www.arts.kuleuven.ac.be/ling/ozts/itl.htm

Journal of Celtic Language Learning, the publication of the North American Association for Celtic Language Teachers (NAA-CLT), Bergen Community College, 400 Paramus Road, Paramus, New Jersey 07652-1595, USA.

Journal of Child Language, Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Journal of Education for Teaching: international research and peda-gogy, Carfax Publishing Ltd.,Taylor & Francis, PO Box 25, Abingdon, OX14 3UE, England. http://www.tandf.co.uk/ journals

Journal of French Language Studies, the Journal of the Association for French Language Studies, Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Journal of In-service Education (formerly British Journal of In-service Education),Triangle Journals Ltd., PO Box 65,Wallingford, OX10 0YG, England. http://www.triangle.co.uk

Journal of the International Phonetic Association, Centre for Language and Communication Studies, Trinity College, Dublin 2, Ireland.

Journal of Language for International Business (Thunderbird, American Graduate School of International Management), 15249 N, 59th Avenue, Glendale,AZ, USA.

Journal of Language and Social Psychology, Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320, USA. http://www.sagepub.com

Journal of Linguistics (Linguistics Association of Great Britain), Cambridge University Press, The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Journal of Multilingual and Multicultural Development, Multilingual Matters Ltd., Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England. http://www.multilingual-matters.com

Journal of Pragmatics, Elsevier Science, PO Box 211, 1000 AE Amsterdam,The Netherlands. http://www.elsevier.nl

Journal of Second Language Writing, Elsevier Science Inc, 655 Avenue of the Americans, New York, NY 10010-5107, USA.

Langages, Larousse, 21, rue du Montparnasse, 75283 Paris Cedex 06, France.

Language Awareness, the Journal of the Association for Language Awareness, Multilingual Matters Ltd., Frankfurt Lodge, Clevedon Hall, Victoria Rd., Clevedon, BS21 7HH, England. http://www.multilingual-matters.com

Language and Communication: an Interdisciplinary Journal, Elsevier Science Ltd. (Pergamon),The Boulevard, Langford Lane, Kidlington, Oxford, OX5 1GB, England.

Language, Culture and Curriculum, Multilingual Matters Ltd., Frankfurt Lodge, Clevedon Hall, Victoria Rd., Clevedon, BS21 7HH, England. http://www.multilingual-matters.com

Language and Education, Multilingual Matters Ltd., Frankfurt Lodge, Clevedon Hall,Victoria Rd., Clevedon, BS21 7HH, England. http://www.multilingual-matters.com

Language and Intercultural Communication, Multilingual Matters Ltd., Frankfurt Lodge, Clevedon Hall, Victoria Rd., Clevedon, BS21 7HH, England. http://www.multilingual-matters.com

Language and Intercultural Training, An International Journal on Business and Professional Communication, LTS Training and Consulting, 5 Belvedere, Lansdown Road, Bath, BA1 5ED, England.

Language International: the magazine for language professionals, John Benjamins Publishing Co., PO Box 75577, 1070 AN Amsterdam,The Netherlands.

Language Issues, the Journal of NATECLA (National Association for Teaching English as a Community Language to Adults), South Birmingham College, 99-103 Clifton Road, Birmingham, B12 8SR, England.

Language Learning: a Journal of Research in Language Studies, published for The Language Learning Research Club at the University of Michigan by Blackwell Publishers Inc., offices at 350 Main Street, Malden, MA 02148, USA. http://www.blackwellpub.com

Language Learning Journal, published by the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http://www.languagelearn.co.uk/journals.htm

Language Learning and Technology: a journal for second and foreign language educators, University of Hawai'i, Manoa, published exclusively on the World Wide Web. http://llt.msu.edu/

Language Problems and Language Planning, John Benjamins Publishing Co., Amsteldijk 44, PO Box 75577, 1070 AN Amsterdam,The Netherlands.

Language in Society, Cambridge University Press,The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Language and Speech, Kingston Press Services Ltd., 43 Derwent Road, Whitton, Twickenham, TW2 7HQ, England. http://www.asel.udel.edu/lgsp

Language Teaching Research, Arnold, Hodder Headline PLC Group, 338 Euston Road, London, NW1 3BH, England. http://www.languageteachingresearch.com

Language Testing, Arnold, Hodder Headline PLC Group, 338 Euston Road, London, NW1 3BH, England. http://www.languagetestingjournal.com

LanguageTesting Update, newsletter of the International Language Testing Association (ILTA): Centre for Research in Language Education, Dept. of Linguistics, Lancaster University, Lancaster, LA1 4YT, England.

Language Variation and Change, Cambridge University Press,The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Langue Fran?aise, Larousse, 21 rue du Montparnasse, 75283 Paris, France.

Les Langues Modernes, Association des Professeurs de Langues Vivantes de l'Enseignement Public, 19 rue de la Glaci?re, 75013 Paris, France

Levende Talen Tijdschrift, Bureau Levende Talen, Postbus 75148, 1070 AC Amsterdam, The Netherlands. http://www.levendetalen.nl

Lingua: International Review of General Linguistics, Elsevier Science, PO Box 211, 1000 AE, Amsterdam, The Netherlands. http://www.elsevier.nl

The Linguist, the official journal of the Institute of Linguists, Saxon House, 48 Southwark Street, London, SE1 1UN, England. http://www.iol.org.uk

Linguistics: an interdisciplinary journal of the language sciences, Mouton de Gruyter,Walter de Gruyter & Co., Postfach 30 34 21,D-10728 Berlin, Germany. http://www.deGruyter.de

Linguistics and Education: An International Research Journal, Elsevier Science Inc., 655 Avenue of the Americans, New York, NY 10010, USA.

Literacy Across Cultures (LAC), journal of the Foreign Language Literacy National Special Interest Group (FLL N-SIG) of the Japan Association for Language Teaching (JALT): Charles Jannuzi (Joint Co-ordinator), Fukui University College of Education, Bunkyo 3-9-1, Fukui 910-8507, Japan. http://www.aasa.ac.jp/~dcdycus/LAC.HTM

Literary and Linguistic Computing, Journal of the Association for Literary and Linguistic Computing, Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP, England.

M?langes CRAPEL (Centre de Recherches et d'Applications P?dagogiques en Langues), Universit? Nancy 2, B.P. 33-97, 54015 Nancy, France.

Mentoring and Tutoring: Partnership in Learning, Carfax Publishing, Taylor & Francis Ltd., 11 New Fetter Lane, London, EC49 4EE, England.

The Modern Language Journal, published by Blackwell Publishers for the National Federation of Modern Language Teachers' Associations, 350 Main St., Malden, MA 02148, USA. http://polyglot.lss.wisc.edu/mlj

MulticulturalTeaching,Trentham Books Ltd.,Westview House, 734 London Road, Oakhill, Stoke-on-Trent, ST4 5NP, England. http://www.trentham-books.co.uk

Multilingua: Journal of Cross-Cultural and Interlanguage Communication, Mouton de Gruyter, Walter de Gruyter GmbH & Co., Postfach 30 34 21, D-10728 Berlin, Germany. http://www.deGruyter.de

Neusprachliche Mitteilungen aus Wissenschaft und Praxis, P?dagogischer Zeitschriftenverlag, Axel-Springer-Str. 54b, 10117 Berlin, Germany. http://www.fmf-deutschland.de

novELTy: A Journal of English Language Teaching and Cultural Studies in Hungary, The British Council, Budapest, Bencz?r u. 26, 1068, Hungary.

OdenseWorking Papers in Language and Communication, Institute of Language and Communication, Odense University, Campusvej 55, DK-5230 Odense M, Denmark.

Phonetica: International Journal of Phonetic Science, S. Karger AG, Basel,Switzerland. http://www.karger.com/journals/pho

Praxis des neusprachlichen Unterrichts, P?dagogischer Zeitschriften- verlag,Axel-Springer-Str. 54b, 10117 Berlin, Germany.

Prospect: An Australian Journal of TESOL, NCELTR (National Centre for English Language Teaching and Research), Macquarie University, NSW 2109,Australia.

Rassegna Italiana di Linguistica Applicata, Bulzoni Editore, 14 Via dei Liburni, 00185 Rome, Italy.

Reading in a Foreign Language, journal of the International Education Centre, College of St. Mark and St. John, Derriford Road, Plymouth, PL6 8BH, England.

Reading Research Quarterly: a journal of the International Reading Association, 800 Barksdale Road, PO Box 8139, Newark 19714-8139, DE, USA.

ReCALL, Cambridge University Press,The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 2RU, England. http://uk.cambridge.org/journals/

Reflections on English Language Teaching, published by the Centre for English Language Communication, National University of Singapore, 10 Kent Ridge Crescent, Singapore 119260.

RELC Journal: a Journal of Language Teaching and Research in Southeast Asia, SEAMEO Regional Language Centre, 30 Orange Grove Road, Singapore 258352, Republic of Singapore.

Revue PArole, formerly Revue de Phon?tique Appliqu?e, Didier Erudition, 6 rue de la Sorbonne, F-75005 Paris, France. http://www.umh.ac.be/RPA

Rusistika: the Russian Journal of the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http://www.languagelearn.co.uk/journals.htm

Second Language Research,Arnold, Hodder Headline PLC Group, 338 Euston Road, London, NW1 3BH, England. http://www.secondlanguageresearch.com

Slavic and East European Journal, published by the American Association of Teachers of Slavic and East European Languages, 1933 N. Fountain Park Drive, Tucson, AZ 85715-5538, USA.

The Slavonic and East European Review, published for The Modern Humanities Research Association and The School of Slavonic and East European Studies, University College London, Senate House, Malet Street, London,WC1E 7HU, England, by W. S. Maney & Son Ltd., Cambridge, England.

Strani Jezici, Skolska Knjiga, Masarykova 28, 10000 Zagreb, Croatia. Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Studies in Second Language Acquisition, Cambridge University Press, 40 West 20th Street, New York, NY 10011, USA.

Support for Learning: British Journal of Learning Support, a jour-nal of the National Association for Special Educational Needs (NASEN), NASEN House, 4/5 Amber Business Village, Amber Close, Amington, Tamworth, B77 4RP, England. http://www.nasen.org.uk

System: an International Journal of Educational Technology and Applied Linguistics, Elsevier Science Ltd. (Pergamon),The Boulevard, Langford Lane, Kidlington, Oxford, OX5 1GB, England.

The Teacher Trainer, Pilgrims, Pilgrims' House, Orchard Street, Canterbury, Kent, CT2 8BF, England. http://www.tttjournal.co.uk

Teanga: Bliainiris na Teangeolaíochta Feidhmí in Éirinn / The Irish Yearbook of Applied Linguistics, IRAAL Publications, ITÉ (InstitiTid TeangeolaSochta ?ireann / Linguistics Institute of Ireland), 31 Fitzwilliam Place, Dublin 2, Ireland.

Teangeolas, ITÉ (InstitiTid Teangeolaíochta Éireann / Linguistics Institute of Ireland), 31 Fitzwilliam Place, Dublin 2, Ireland.

TESL Canada Journal / La Revue TESL du Canada, PO Box 44105, Burnaby, B.C.V5B 4Y2, Canada. http://www.tesl.ca

TESOL Quarterly:A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect,TESOL Central Office, Suite 300, 1600 Cameron Street, Alexandria, VA 22314-2751, USA. http://www.tesol.org/pubs/magz/tq.html

Text: an interdisciplinary journal for the study of discourse, Mouton de Gruyter, Walter de Gruyter & Co., Postfach 30 34 21, D-10728 Berlin, Germany. http://www.deGruyter.de

Toegepaste Taalwetenschap in Artikelen, published by the Dutch Association of Applied Linguistics (AN?LA), Gartenstraat 21, 1393 NS Nigtevecht, The Netherlands. http://www.anela.nl/tijdschrift.html

Tuttitalia: the Italian Journal of the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http://www.languagelearn.co.uk/journals.htm

UNESCO ALSED-LSP Newsletter, The LSP Centre of the Copenhagen Business School, Dalgas Have 15, DK-2000 Frederiksberg, Denmark.

Die Unterrichtspraxis / Teaching German, American Association of Teachers of German, 112 Haddontowne Court # 104, Cherry Hill, NJ 08034-3668, USA. http://web.utk.edu/~germslav/uphome/index.htm/

The Use of English, The English Association, University Road, Leicester, LE1 7RH, England.

Vida Hispanica: the Spanish and Portugese Journal of the Association for Language Learning (ALL), 150 Railway Terrace, Rugby, CV21 3HN, England. http://www.languagelearn.co.uk/journals.htm

Vocational Training: European Journal, Office for Official Publications of the European Communities, L-2985 Luxembourg.

Voprosy Jazykoznanija, Izdastel'stvo Nauka, 121019 Moscow G-19, Ul.Volkhonka 18/2, Russia.

Written Communication:An International Quarterly of Research, Theory, and Application, Sage Publications Inc., 2455 Teller Road, Thousand Oaks, 91320 CA, USA. http://www.sagepub.com

Zeitschrift f?r Fremdsprachenforschung, PZV P?dagogischer Zeit-schriftenverlag, Axel-Springer-Str. 54b, 10117, Berlin, Germany.

Zielsprache Deutsch: Zeitschrift f?r Unterrichtsmethodik und angewandte Sprachwissenschaft, Max Hueber Verlag GmbH & Co. KG, Postfach 1142, D-85729 Ismaning, Max-Hueber-Stra?e 4, D-85737 Ismaning bei M?nchen, Germany. http://www.hueber.ufd.de

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