Journal•ISSN: 0261-4448
Language Teaching
Cambridge University Press
About: Language Teaching is an academic journal published by Cambridge University Press. The journal publishes majorly in the area(s): Language education & Language acquisition. It has an ISSN identifier of 0261-4448. Over the lifetime, 860 publications have been published receiving 42950 citations.
Topics: Language education, Language acquisition, Applied linguistics, Comprehension approach, Language assessment
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TL;DR: This article reviewed a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition, what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom.
Abstract: This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.
2,022 citations
TL;DR: Zolt n Dornyei et al. as mentioned in this paper presented a Motivation in Second and Foreign Language Learning: Motivation for second and foreign language learning, 1998, Volume 31, Issue 03 / July 1998, pp 117 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009
Abstract: Zolt n Dornyei Language Teaching / Volume 31 / Issue 03 / July 1998, pp 117 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009 Link to this article: http://journals.cambridge.org/abstract_S026144480001315X How to cite this article: Zolt n Dornyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117135 doi:10.1017/S026144480001315X Request Permissions : Click here
1,257 citations
TL;DR: The role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world as mentioned in this paper, and there has been an explosion of interest in using computers for language teaching and learning.
Abstract: Recent years have shown an explosion of interest in using computers for language teaching and learning. A decade ago, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the advent of multimedia computing and the Internet, the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world.
1,072 citations
TL;DR: The authors argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field, and anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.
Abstract: In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.
794 citations
739 citations