Review of Recent Research (2002-2008) on Applied Linguistics and Language Teaching with Specific Reference to L2 German (Part 1)

Autor/inn/en	Eckerth, Johannes; Schramm, Karen; Tschirner, Erwin
Titel	Review of Recent Research (2002-2008) on Applied Linguistics and Language Teaching with Specific Reference to L2 German (Part 1)
Quelle	In: Language Teaching, 42 (2009) 1, S.41-66 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444808005405
Schlagwörter	Language Planning; Applied Linguistics; Learning Processes; German; Second Language Instruction; Second Language Learning; Educational Research; Student Evaluation; Political Influences; Grammar; Pragmatics; Individual Differences; Learning Motivation; Epistemology; Learning Strategies + Suchen Sie Ihr Suchwort? Sprachwechsel; Linguistics; Linguistik; Angewandte Linguistik; Learning process; Lernprozess; Deutscher; Fremdsprachenunterricht; Zweitsprachenerwerb; Bildungsforschung; Pädagogische Forschung; Schulnote; Studentische Bewertung; Political influence; Politischer Einfluss; Grammatik; Pragmalinguistik; Individueller Unterschied; Motivation for studies; Lernmotivation; Erkenntnistheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This review of research on the learning, teaching, and assessment of L2 German published or completed between 2002 and 2008 may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from representing an isolated field of research concerned only with the requirements and policies of its own subject matter, empirical research into L2 German now contributes greatly to the wider field of research in L2 acquisition, applied linguistics, and foreign language teaching. Part one of this article covers studies on the acquisition of grammatical and pragmatic aspects as well as individual differences and choices such as age, motivation, and learner strategies. Part two will cover research concerned with the impact of contextual factors and pedagogical choices on learning conditions, learning processes, and learning outcomes. A consideration of competing, conflicting, or even incommensurable epistemological frameworks as well as an outlook on current and future language policy will conclude part two. [For Part 2, see EJ866685.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10