Annual review of research

Abstract

The present review refers to studies published in 2002 in leading research journals. It focuses in particular on learning, teaching and policy in respect of second, modern foreign or additional languages. The comments offered about particular studies are not intended to summarise them (for that, it is best to refer to the actual abstracts which the present journal publishes). What is on offer is a personal selection made because some aspect of a particular article seemed to be of particular interest or to reflect an important trend, and I have attempted to link such elements together to form a narrative. Compared with previous years, two important themes seemed to gather particular momentum in 2002: first, the role of ‘frequency’ in acquisition; and second, the impact of complex and contradictory global factors on everyday pedagogical practice, thinking and attitudes. As in previous years reference is made to the abstracts. Thus, Tarone (2002: 03-158) refers to an article by Tarone published in 2002 and reflected in the 2003 series of this journal as abstract 158. In previous years I have discussed ICT (information and communications technology) in a separate section of its own but this has now been integrated into other sections, reflecting a process of ‘normalisation’.

Docentes de inglés de primaria, secundaria y terciaria: Sus creencias pedagógicas sobre sus estudiantes

“…Se distinguen dos tipos de teorías personales: 1-aquel conocimiento teórico que cada docente espera usar y 2-el conocimiento teórico en la acción, constituido por aquello que las personas realmente usan en la vida real cotidiana. Todas las presunciones, reflexiones y perspectivas del profesorado constituyen su psicología de la vida diaria; son ideas que responden al sentido común, que no han sido verbalizadas y que se generan a partir de la experiencia personal (Johnstone, 2003;Kasoutas y Malamitsa, 2009;Mora, Trejo y Roux, 2014). Cualquier profesional de la educación posee teorías que guían sus prácticas (Díaz, Martínez, Roa y Sanhueza, 2010;González, Río y Rosales, 2001).…”

“…Una manera de ayudar a este tipo de estudiantes es enseñándoles estrategias comunicativas que les lleven a atribuir sus éxitos al uso de estrategias y no, solamente, a la habilidad o al esfuerzo personal. Para Johnstone (2003), los sujetos ansiosos experimentan pensamientos distractores que les impiden focalizarse en la actividad y en procesos cognitivos de orden superior como la organización, la interpretación y la recuperación de información.…”

Morality and EFL Instruction in an Arab Context – Exploring Perceptions and Practices

“…Two decades later, Leather and Van Dam (2003) followed the same track by exploring the effect of the social, cultural and interpersonal environment on foreign language learning and acquisition. Within the same vein, different researchers sought to find the correlation between second language learning and different environmental factors; ELT and cognition (Croft and Cruse, 2004), sociology (Labov, 1972), psychology (Chomsky, 2000;Lakoff, 1987), politics (Pennycook & Coutand-Marin, 2003), and in recent years, values (Johnston, 2003) and ecology (Krasmch, 2002).…”

“…For Johnston (2003), the nature of a language teacher's career is human only through the interplay of values in the classroom. He states: "we should re-examine our values and how they play out in the given circumstances; the morality of our decision making lies in the encounter between our own values and the complex details of particular contexts and cases.…”

Review of doctoral research in second language acquisition in Wales (2003–2008)

“…While the keywords language , teaching and learning activated several relevant Ph.D. titles, I was anxious that limiting my search to these keywords might exclude other theses useful to this survey. I therefore compiled a comprehensive list of keywords based on the section headings in Johnstone (2003, 2008). Johnstone's papers are annual reviews of research, published in Language Teaching , and I used the reviews from the first and last years of my own survey period on the basis that these would encompass most of the topics engaging research into language learning and teaching during this period.…”