Hostname: page-component-6898cfcb55-cbk24 Total loading time: 0 Render date: 2026-11-11T16:58:14.728Z Has data issue: false hasContentIssue false
  • English
  • Français

Research in applied linguistics relevant to language teaching: 1987

Published online by Cambridge University Press:  23 December 2008

Christopher Brumfit and
Rosamond Mitchell
Christopher Brumfit
Affiliation:
Centre for Language in Education, Department of Education, University of Southampton
Rosamond Mitchell
Affiliation:
Centre for Language in Education, Department of Education, University of Southampton
Get accessRights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Information

Type
Annual Review of Research
Information
Language Teaching , Volume 21 , Issue 3 , July 1988, pp. 141 - 145
Copyright
Copyright © Cambridge University Press 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Bahns, J. et al. (1986). The pragmatics of formulas in L2 learner speech: use and development. Journal of Pragmatics, 10, 6, 693–723.CrossRefGoogle Scholar
Bamberg, M. (1986). A functional approach to the acquisition of anaphoric relationships. Linguistics, 24, 1, 227–84.CrossRefGoogle Scholar
Bejarano, Y. (1987). , ACooperative Small-Group Methodology In The Language Classroom. TESOL Quarterly, 21, 483–504.CrossRefGoogle Scholar
Besse, H. (1986). Enseignement/apprentissage des langues étrangères et connaissances grammaticales et linguistiques. Langues Modernes, 80, 2, 19–34.Google Scholar
Blum-Kulka, S. & Olshtain, E. (1986). Too many words: length of utterance and pragmatic failure. Studies in Second Language Acquisition, 8, 2, 165–80.CrossRefGoogle Scholar
Breen, M. P. (1987a). Contemporary paradigms in syllabus design, parts I and II. Language Teaching, 20, 2, 81–92, & 20, 3, 157–74.CrossRefGoogle Scholar
Breen, M. P. (1987b). Learner contributions to task design. In Candlin, C. N. & Murphy, D. F. (eds.), 23–46.Google Scholar
Candlin, C. N. & Murphy, D. F. (eds.) (1987). Language learning tasks. Lancaster Practical Papers in English Language Education 7. Englewood Cliffs, N. J.: Prentice-Hall.Google Scholar
Carter, R. (1987). Vocabulary and second/foreign language teaching. Language Teaching, 20, 1, 3–16.CrossRefGoogle Scholar
Clark, J. L. (1987). Curriculum renewal in school foreign language learning. Oxford: Oxford University Press.Google Scholar
Craig, H. K. & Washington, J. A. (1986). Children's turn-taking behaviours. Social-linguistic interactions. Journal of Pragmatics, 10, 2, 173–97CrossRefGoogle Scholar
D'anglejan, A. et al. (1986). Beyond the language classroom: a study of communicative abilities in adult immigrants following intensive instruction. TESOL Quarterly, 20, 2, 185–205.CrossRefGoogle Scholar
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.Google Scholar
Doughty, C. & Pica, T. (1986). ‘Information gap’ tasks: do they facilitate second language acquisition? TESOL Quarterly, 20, 2, 305–25.CrossRefGoogle Scholar
Flynn, S. (1987). Contrast and construction in a parameter-setting model of I acquisition. Language Learning, 37, 1, 19–62.CrossRefGoogle Scholar
Garret, N. (1986). The problem with grammar: what kind can the language learner use? Modern Language Journal, 70, 2, 133–48.CrossRefGoogle Scholar
Green, P. S. & Hecht, K. (1987). The influence of accuracy on communicative effectiveness. British Journal of Language Teaching, 25, 2, 79–99.Google Scholar
Heyman, R. D. (1986). Formulating topic in the classroom. Discourse Processes, 9, 37–55.Google Scholar
Horner, D. (1987). Acquisition, learning and the Monitor: a critical look at Krashen. System, 15, 3, 339–49.CrossRefGoogle Scholar
Horwitz, E. K. et al. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 2, 125–32.CrossRefGoogle Scholar
Hymes, D. H. (1985). Towards linguistic competence. AILA Review, 2, 9–23.Google Scholar
Johnstone, B. (1986). Arguments with Khomeini: rhetorical situation and persuasive style in cross-cultural perspective. Text, 6, 2, 171–87.Google Scholar
Konigs, F. G. & Hopkins, E. A. (1986). Observations on observing learner language: a contribution to the discussion about the relationship between second-language acquisition research and foreign-language teaching and learning. IRAL, 24, 2, 89–121.CrossRefGoogle Scholar
Lehtonen, J. (1986). Sprechangst und Fremdsprachenunterricht. Finlance, 4, 141–51.Google Scholar
McLaughlin, B. (1987). Theories of second-language learning. London: Edward Arnold.Google Scholar
Myllyniemi, R. (1986). ersation as a system of social interaction. Language and Communication, 6, 3, 147–69.Google Scholar
Nerlich, B. (1986). Saussurean linguistics and the problem of meaning – from dynamic statics to static dynamics. Language and Communication, 6, 4, 267–76.CrossRefGoogle Scholar
Nunan, D. (1987). Communicative language teaching: making it work. ELT Journal, 41, 2, 136–45.CrossRefGoogle Scholar
Penfield, J. (1987). ESL: the regular classroom teacher's perspective. TESOL Quarterly, 21, 1, 21–39.CrossRefGoogle Scholar
Peterson, C. (1986). Semantic and pragmatic uses of ‘but’. Journal of Child Language, 13, 3, 583–90.CrossRefGoogle ScholarPubMed
Pica, T. (1987). Second-language acquisition, social interaction, and the classroom. Applied Linguistics, 8, 1, 3–21.CrossRefGoogle Scholar
Pica, T., Young, R. & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 4, 737–58.CrossRefGoogle Scholar
Prabhu, N. (1987). Second language pedagogy. Oxford: Oxford University Press.Google Scholar
Ramirez, A. G. & Milk, R. D. (1986). Notions of grammaticality among teachers of bilingual pupils. TESOL Quarterly, 20, 3, 495–513.CrossRefGoogle Scholar
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21, 1, 87–111.Google Scholar
Rutherford, W. E. (1987). Second language grammar: learning and teaching. Harlow, Essex: Longman.Google Scholar
Spada, N. (1986). The interaction between type of contact and type of instruction: some effects on the L2 proficiency of adult learners. Studies in Second Language Acquisition, 8, 2, 181–200.CrossRefGoogle Scholar
Spada, N. (1987). Relationships between instructional differences and learning outcomes: a process-product study of communicative language teaching. Applied Linguistics, 8, 2, 137–61.CrossRefGoogle Scholar
Taylor, T. J. (1986). Do you understand? Criteria of understanding in verbal interaction. Language and Communication, 6, 3, 171–80.CrossRefGoogle Scholar
Taylor, T. J. & Cameron, D. (1987). Analysing conversation. Oxford: Pergamon.Google Scholar
Terrell, T. D. (1986). Acquisition in the Natural Approach: the binding/access framework. Modern Language Journal, 70, 3, 225–7.Google Scholar
Bik-May, Tsui A. (1987). An analysis of different types of interaction in ESL classroom discourse. IRAL, 25, 4, 336–53.Google Scholar
White, L. (1987). Against comprehensible input: the input hypothesis and the development of second-language competence. Applied Linguistics, 8, 2, 95–110.CrossRefGoogle Scholar