Springer Texts in Education

Hassan Mohebbi
Christine Coombe Editors

Research Questions
in Language
Education and
Applied Linguistics
A Reference Guide
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Hassan Mohebbi • Christine Coombe
Editors

Research Questions
in Language Education
and Applied Linguistics
A Reference Guide

123
Editors
Hassan Mohebbi Christine Coombe
European Knowledge Higher Colleges of Technology (HCT)
Development Institute Dubai Men’s College
Ankara, Turkey Dubai, United Arab Emirates

ISSN 2366-7672 ISSN 2366-7680 (electronic)

Springer Texts in Education
ISBN 978-3-030-79142-1 ISBN 978-3-030-79143-8 (eBook)
https://doi.org/10.1007/978-3-030-79143-8
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Contents

1 Volume Introduction: Research Questions in Language

Education and Applied Linguistics: Strategies for their
Conceptualization and Development . . . . . . . . . . . . . . . . . . . . . . . 1
Christine Coombe

Part I Teaching and Teaching-related Topics

2 Attending to Form in the Communicative Classroom . . . . . . . . . . 11
Martin East
3 Blended Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lana Hiasat
4 Content and Language Integrated Learning (CLIL) . . . . . . . . . . . 23
Zohreh R. Eslami and Zihan Geng
5 Content-Based Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . 29
Zübeyde Sinem Genç
6 Creativity and Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . 35
Tamas Kiss
7 Discourse Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Brian Paltridge
8 English Academic Vocabulary Teaching and Learning . . . . . . . . . 45
Sophia Skoufaki
9 English for Academic Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Helen Basturkmen
10 English for Specific Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Helen Basturkmen
11 English-Medium Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Keith M. Graham and Zohreh R. Eslami
12 Focus on Form in Second Language Instruction . . . . . . . . . . . . . . 63
Alessandro Benati

vii
viii Contents

13 A Genre-Based Approach to Writing Instruction

in the Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Luciana C. de Oliveira and Sharon L. Smith
14 Global Englishes and Teaching English as an International
Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Heath Rose and Mona Syrbe
15 Identity in Language Learning and Teaching . . . . . . . . . . . . . . . . 81
Bonny Norton
16 Inclusive Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
David Gerlach
17 Increasing Reading Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Neil J. Anderson
18 Instructional Pragmatics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Zohreh R. Eslami and Shaun Weihong Ko
19 Interactionist Approach to Corrective Feedback . . . . . . . . . . . . . . 103
Rebekha Abbuhl
20 Issues in Teaching and Assessing Language
as Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Barbara Hoekje
21 Language Teaching in Difficult Circumstances . . . . . . . . . . . . . . . 111
Jason Anderson, Amol Padwad, and Richard Smith
22 Materials in the Language Classroom . . . . . . . . . . . . . . . . . . . . . . 117
Kathleen Graves
23 Motivation in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Julie Waddington
24 Second Language Writing Instruction . . . . . . . . . . . . . . . . . . . . . . 129
Ken Hyland
25 Task-Based Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Rod Ellis
26 Teacher and Learner Perspectives on Vocabulary Learning
and Teaching (VLT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Jonathan Newton
27 Teachers’ Relational Practices and Students’ Motivation . . . . . . . 143
Alastair Henry
28 Teaching English as an International Language . . . . . . . . . . . . . . 151
Aya Matsuda
Contents ix

29 Teaching for Transfer of Second Language Learning . . . . . . . . . . 157

Mark A. James
30 Teaching Speakers of Marginalized Varieties: Creoles
and Unstandardized Dialects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Jeff Siegel
31 Teaching Suprasegmentals in English as a Lingua Franca
Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Christine Lewis and David Deterding
32 Translanguaging in Teaching/Learning Languages . . . . . . . . . . . . 171
Leslie Barratt
33 Translanguaging with SLIFE Students for More Inclusive
Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Eileen N. Whelan Ariza
34 World Englishes, English as a Lingua Franca and ELT . . . . . . . . 183
Paola Vettorel

Part II Learners and Learning-related Topics

35 Child Task-Based Language Learning in Foreign Language
Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
María del Pilar García Mayo
36 Emergent Bilingualism in Foreign Language Education . . . . . . . . 195
Pat Moore and Blake Turnbull
37 Extramural English in Language Education . . . . . . . . . . . . . . . . . 201
Pia Sundqvist
38 Language Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Mirosław Pawlak
39 Language Proficiency and Academic Performance . . . . . . . . . . . . 213
Saleh Al-Busaidi
40 Learner Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Li-Shih Huang
41 Learning Beyond the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Hayo Reinders and Phil Benson
42 Long-Term English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Maneka Deanna Brooks and Peter Smagorinsky
43 Materials Development for Language Learning . . . . . . . . . . . . . . 237
Brian Tomlinson
x Contents

44 Metacognition in Academic Writing: Learning Dimensions . . . . . 243

Raffaella Negretti
45 Second-Language Strategy Instruction . . . . . . . . . . . . . . . . . . . . . 249
Luke Plonsky and Ekaterina Sudina
46 Second Language Linguistic Competence and Literacy of Adult
Migrants with Little or No Home Language Literacy . . . . . . . . . . 255
Martha Young-Scholten
47 Task Engagement in Language Learning . . . . . . . . . . . . . . . . . . . 261
Joy Egbert
48 Vocabulary Knowledge and Educational Attainment . . . . . . . . . . 267
James Milton
49 Vocabulary Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Peter Yongqi Gu
50 Working Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Zhisheng (Edward) Wen

Part III Assessment and Assessment-related Topics

51 Approaches in Aligning Language Assessments to Standards
and Frameworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Spiros Papageorgiou
52 Assessing L2 Signed Language Ability in Deaf Children
of Hearing Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Wolfgang Mann, Joanna Hoskin, and Hilary Dumbrill
53 Assessing Second Language Listening . . . . . . . . . . . . . . . . . . . . . . 299
Elvis Wagner
54 Assessing Second Language Pronunciation . . . . . . . . . . . . . . . . . . 305
Johnathan Jones and Talia Isaacs
55 The Assessment of Target-Language Pragmatics . . . . . . . . . . . . . 311
Andrew D. Cohen
56 Classroom Assessment & Assessment as Learning . . . . . . . . . . . . 317
Jonathan Trace
57 English Language Proficiency: What is it? and Where do
Learners Fit into it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
James Dean Brown
58 Integrated Skills Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Lia Plakans
Contents xi

59 Language Assessment in English Medium Instruction . . . . . . . . . . 333

Slobodanka Dimova
60 Language Assessment for Professional Purposes . . . . . . . . . . . . . . 339
Ute Knoch
61 Language Assessment Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Christine Coombe and Peter Davidson
62 Language Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Glenn Fulcher
63 Oral Corrective Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Shaofeng Li
64 Needs Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Li-Shih Huang
65 Peer Interaction Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Noriko Iwashita
66 Portfolio Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
Pauline Mak
67 The Provision of Feedback on EAP Writing . . . . . . . . . . . . . . . . . 379
Rachael Ruegg
68 The Role of the Rater in Writing Assessment . . . . . . . . . . . . . . . . 383
Sara T. Cushing
69 Second Language Vocabulary Assessment . . . . . . . . . . . . . . . . . . 387
John Read
70 Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Yuko Goto Butler
71 Strategic Competence: The Concept and its Role
in Language Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
A. Mehdi Riazi
72 Translation Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Renee Jourdenais
73 Validation of Assessment Scores and Uses . . . . . . . . . . . . . . . . . . 409
A. Mehdi Riazi
74 Vocabulary, its Development over Time and Writing Quality
in L2 Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415
Lee McCallum
75 Washback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Rubina Khan
xii Contents

76 Written Corrective Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

Icy Lee
77 Writing Assessment Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Deborah Crusan

Part IV Language Skills and Subskills

78 Aural Vocabulary Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Joshua Matthews
79 Collaborative Writing in the Second/Foreign Language (L2)
Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Ali Shehadeh
80 Developing L2 Listening Fluency . . . . . . . . . . . . . . . . . . . . . . . . . 451
Anna A. C.-S. Chang
81 Extensive Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Willy A. Renandya and Yuseva Iswandari
82 Foreign Accent Strength in English . . . . . . . . . . . . . . . . . . . . . . . . 463
Berna Hendriks and Frank van Meurs
83 Foreign Language Reading Fluency and Reading Fluency
Methodologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Greta Gorsuch and Etsuo Taguchi
84 Learner Corpora for Disciplinary Writing . . . . . . . . . . . . . . . . . . 475
Lynne Flowerdew
85 Lexical Inferencing and Vocabulary Development . . . . . . . . . . . . 481
Hossein Vafadar and Hassan Mohebbi
86 Oral Academic Genres and Features of Student Academic
Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487
Alla Zareva
87 Speech Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493
Xun Yan, Yuyun Lei, and Hyunji (Hayley) Park
88 Teaching and Learning Vocabulary . . . . . . . . . . . . . . . . . . . . . . . 499
Suhad Sonbul and Anna Siyanova-Chanturia

Part V Teachers and Teacher Education

89 Corpora in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507
Eric Friginal and Justin Taylor
90 EAP Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Mahmood Reza Atai
Contents xiii

91 Emotionality in TESOL and Teacher Education . . . . . . . . . . . . . . 519

Juan de Dios Martínez Agudo
92 English Language Teacher Motivation . . . . . . . . . . . . . . . . . . . . . 525
Krishna K. Dixit and Amol Padwad
93 Foreign Language Teacher Education . . . . . . . . . . . . . . . . . . . . . . 531
Friederike Klippel
94 Identity in SLA and Second Language Teacher Education . . . . . . 537
Peter I. De Costa and Curtis Green-Eneix
95 Language Teacher Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543
Akram Nayernia
96 Language Teacher Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Gary Barkhuizen
97 Language Teacher Professional Development . . . . . . . . . . . . . . . . 555
Victoria Tuzlukova
98 Language Teacher Professionalism . . . . . . . . . . . . . . . . . . . . . . . . 561
Britta Viebrock and Carina Kaufmann
99 Language Teacher Well-being . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567
Kyle Read Talbot and Sarah Mercer
100 Language Teachers’ Self-efficacy Beliefs . . . . . . . . . . . . . . . . . . . . 573
Mark Wyatt
101 Online Language Teacher Education (OLTE) . . . . . . . . . . . . . . . . 579
Mary Ann Christison and Denise E. Murray
102 Reflective Practice in Language Education . . . . . . . . . . . . . . . . . . 585
Thomas S. C. Farrell
103 Second Language Teacher Education Curricula . . . . . . . . . . . . . . 589
Nikki Ashcraft
104 Teacher Knowledge Development . . . . . . . . . . . . . . . . . . . . . . . . . 595
Phil Quirke
105 Teacher Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
Anne Burns
106 The Native/Nonnative Conundrum . . . . . . . . . . . . . . . . . . . . . . . . 607
Péter Medgyes

Part VI Technology and Technology-enhanced Instruction

107 Computer-based Second Language Listening . . . . . . . . . . . . . . . . 615
Mónica S. Cárdenas-Claros
xiv Contents

108 Digital Game-based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621

Zohreh R. Eslami and Mahjabin Chowdhury
109 Digital Genres and Teaching English for Academic Purposes . . . . 627
María José Luzón
110 Digital Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
Nicky Hockly
111 Exploring the Potential of Social Media in SLA: Issues,
Affordances and Incentives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 639
Liam Murray and Marta Giralt
112 Genre-based Automated Writing Evaluation . . . . . . . . . . . . . . . . . 645
Elena Cotos
113 Impact of Perception on Readiness for Online Teaching . . . . . . . . 651
Jacqueline S. Stephen
114 Intelligent Computer Assisted Language Learning . . . . . . . . . . . . 655
Trude Heift
115 Online Continuing Professional Development . . . . . . . . . . . . . . . . 659
Flora Debora Floris
116 Online Informal Language Learning . . . . . . . . . . . . . . . . . . . . . . . 663
Ruth Trinder
117 Social Networking for Language Teaching and Learning . . . . . . . 669
Phuong Tran

Part VII Politics, Policies and Practices in Language Education

118 Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 677
Gillian Wigglesworth and Carmel O’Shannessy
119 ELT and International Development . . . . . . . . . . . . . . . . . . . . . . . 683
C. J. Denman
120 ELT Textbook Ideology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 689
Esmat Babaii
121 Embedding Academic Literacy in Degree Curricula . . . . . . . . . . . 695
Neil Murray
122 English Language Education Policy . . . . . . . . . . . . . . . . . . . . . . . 701
Robert Kirkpatrick and M. Obaidul Hamid
123 Englishization of Higher Education . . . . . . . . . . . . . . . . . . . . . . . . 705
Nicola Galloway and Jim McKinley
Contents xv

124 Linguistic Barriers in Foreign Language Education . . . . . . . . . . . 711

Heiko Motschenbacher
125 Policy Enactment for Effective Leadership in English Language
Program Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 717
Kashif Raza
126 Unequal Englishes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723
Ruanni Tupas
127 Values in the Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . 729
Graham Hall

Part VIII Research and Research-related Topics

128 Eye-Tracking as a Research Method in Language Testing . . . . . . 737
Tineke Brunfaut
129 History of Language Teaching and Applied Linguistics . . . . . . . . 743
Richard Smith
130 Quantitative Research Methods and the Reform Movement
in Applied Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 749
Luke Plonsky
131 Unconscious Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 755
Ali H. Al-Hoorie
132 Research Paradigms in TESOL and Language Education . . . . . . 761
Salah Troudi
133 Teacher Research Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . 767
Daniel Xerri

Part IX Applied Linguistics and Second Language Acquisition

134 Bilingual Code-mixing and Code-switching . . . . . . . . . . . . . . . . . . 775
Tej K. Bhatia
135 Cognitive Task Complexity and Second Language Writing . . . . . 781
Mark D. Johnson
136 Complexity, Accuracy and Fluency (CAF) . . . . . . . . . . . . . . . . . . 787
Alex Housen
137 A Complex Dynamic Systems Perspective to Researching
Language Classroom Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . 793
Diane Larsen-Freeman
xvi Contents

138 Complex Dynamic Systems Theory and Second Language

Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 799
Marjolijn Verspoor and Wander Lowie
139 Corpora in Applied Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . 805
Sandra C. Deshors
140 Corpus-based Genre Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . 811
Xiaofei Lu, J. Elliott Casal, and Yingying Liu
141 Embodied Interaction in Second Language
Teaching/Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 817
Elena Taylor and Dwight Atkinson
142 Implicit and Explicit Learning and Knowledge . . . . . . . . . . . . . . . 823
Aline Godfroid
143 Incidental and Intentional Learning of Multi-word
Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 831
Elvenna Majuddin and Anna Siyanova-Chanturia
144 Language Processing in the Foreign Language Classroom
(From a Cognitive Perspective) . . . . . . . . . . . . . . . . . . . . . . . . . . . 837
Ronald P. Leow
145 Multiple Intelligences Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841
Mavadat Saidi and Mohadese Khosravi
146 Peer Interaction in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 847
Masatoshi Sato
147 Plurilingualism in TESOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 853
Shelley K. Taylor
148 Pragmatics in Language Teaching and Learning . . . . . . . . . . . . . 859
Minh Thi Thuy Nguyen
149 Second Language Learning Motivation . . . . . . . . . . . . . . . . . . . . . 865
Kata Csizér
150 Sociocultural Theory and Second Language Development . . . . . . 871
Matthew E. Poehner and James P. Lantolf
151 Sociolinguistic Competence in Second Languages . . . . . . . . . . . . . 879
Kimberly L. Geeslin
152 Translanguaging for Australian Aboriginal Speakers . . . . . . . . . . 885
Rhonda Oliver