Innovation in Language Learning and Teaching (Innovat Lang Learn Teach)

Publisher: Taylor & Francis (Routledge)

Journal description

Innovation in Language Learning and Teaching is an international refereed journal devoted to innovative approaches to methodologies and pedagogies in language learning and teaching. It publishes research articles, review articles and book/materials reviews. It draws on a range of disciplines that share a focus on exploring new approaches to language learning and teaching from a learner-centred perspective. It will appeal to anyone interested in the development of, research into or practical application of new methodologies in language teaching and learning. It draws on a range of disciplines that share a focus on exploring new approaches to language teaching and learning.

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Website Innovation in Language Learning and Teaching website
Other titles Innovation in language learning and teaching (Online), Innovation in language learning and teaching, International journal of innovation in language learning and teaching
ISSN 1750-1229
OCLC 234083894
Material type Document, Periodical
Document type Journal / Magazine / Newspaper, Computer File

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
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    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
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    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • Michael Yeldham ·

    Innovation in Language Learning and Teaching 11/2015; DOI:10.1080/17501229.2015.1103246

  • Innovation in Language Learning and Teaching 11/2015; DOI:10.1080/17501229.2015.1103245
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    ABSTRACT: This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited amount of in-classroom and out-of-the classroom exposure to the target language). SAT is rooted on the distinction of declarative, procedural and automatised knowledge. These are developed in three stages (declarative, procedural and automatic) along a gradual long-term process – DECPRO. Such a cognitive sequence stresses the causal role of declarative knowledge in the attainment of procedural knowledge, which is automatised afterwards and allows for fluent language processing and production. SAT as applied to FLT grammar favours the explicit teaching of declarative knowledge (grammar rules) prior to (semi)communicative language practice and it also influences two essential intertwined aspects in the praxis of language teaching: First, activity sequencing, which should comply with DECPRO; second, the nature of the activities suitable to foster the development of each one of such cognitive stages. Moreover, the pedagogical implementation of SAT allows for the revitalisation of the currently reviled grammatical/structural syllabuses. Likewise, it highlights the need for instruction to avoid hindrances to learning provoked by an undesirable mismatch between cognitive phases and the pedagogical action aimed at their activation and development.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1090996
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    ABSTRACT: Despite the plethora of literature examining higher education students’ motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the findings of a quantitative study designed to investigate the types of motivation demonstrated by English major (n = 180) and non-English major students (n = 242), and their levels of effort expended in learning English in a Vietnamese university. The findings revealed that both groups demonstrated high levels of motivation to learn English to prepare for their future profession. English major students felt more intrinsically motivated and less obligated to learn English. In addition, for both groups, intrinsically motivated students invested the highest levels of effort in learning English. This paper argues that it is imperative for lecturers to foster students’ intrinsic aspirations to learn English to improve the quality of the teaching and learning of English in Vietnamese higher education.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1094076
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    ABSTRACT: In recent years, the UK, like many other English first-language-speaking countries, has encountered a steady and continuous increase in the numbers of non-native English-speaking learners entering state primary and secondary schools. A significant proportion of these learners has specific language and subject learning needs, many of which can only be addressed by: (a) specialized teacher training courses and (b) the use of academically appropriate, context- and language-specific materials. At present, such materials are largely non-existent for use in primary school contexts across the country. This article addresses this gap and proposes a set of innovative classroom-based and take-home materials aiming to support the teaching and learning of science at Key Stage 2 of the English National Curriculum. The materials were developed as part of an intervention research project conducted over a period of 24 months (2013–2015) in four state primary schools in Sheffield with a varied density of English non-native-speaking learners. The materials were piloted with nearly 400 learners over a period of 10 months; the teachers were trained in using the materials prior to their trial. In this paper core features of the materials will be highlighted and their main functions discussed. Specific emphasis will be put on the following aspects: (a) support for language development, (b) support for subject knowledge development, (c) use of the first language in learning through the medium of a second language, (d) development of learner autonomy, and (f) promoting learning outside the classroom – making use of parental resources. The article will also argue that the proposed materials can be used equally effectively with non-native and native English-speaking learners.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1090993
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    ABSTRACT: With the growth of English as an International Language [McKay, S. 2002. Teaching English as an International Language. Oxford: Oxford University Press], there is a wealth of it now accessible to learners in their out-of-class environments; be these real, virtual, or a mixture of the two. Tomlinson (2008. “EFL Materials in the UK.” In English Language Learning Materials: A Critical Review, edited by Brian Tomlinson, 159–178. London: Continuum), however, complains that the majority of learning materials surveyed fail to tap into this rich resource, while Hann [2013. “Mining the L2 Environment.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 2nd ed. 6456–6966. London: Bloomsbury] reminds us that learners may not be able to make effective use of the English in their environment unsupported, putting forward a case for helping learners develop the learning strategies needed for this, rather than focusing solely on language, in the second language classroom. This article will make the contentious claim that the global course books commonly used in the language classroom are not essential to language learning, and argue that, instead of simply serving language in bite-sized chunks, we should be helping learners become better able to exploit other resources of language autonomously. It will put forward a case for achieving use of and exposure to the target language, key to second language acquisition (Hann 2013), via engagement with the many learning opportunities that exist outside the classroom, where the majority of such learners’ time is spent. It then proposes and examines two types of learning materials that could address Tomlinson's complaints, above, by scaffolding this engagement process, and explores alternative uses of existent materials towards similar ends. Some evaluative results gathered in a pilot of some of these materials and ideas in a private language school in Sicily will also be provided. Finally possible future directions for such materials will be explored.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1090997
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    ABSTRACT: In this article, I argue that the most important thing about coursebook dialogues is not whether they are ‘authentic’ or ‘inauthentic’ but whether they are plausible as human interaction and behaviour. Coursebook dialogues are often constructed as vehicles for various kinds of language work and even sometimes as vehicles for socio-political messages [Mukundan, J. 2008. “Agendas of the State in Developing World English Language Textbooks.” Folio 12 (2): 17–19.]. As a result, smiles are abundant, problems are few, and reality rare in the world of the coursebook dialogue [Carter, R. 1998. “Orders of Reality: CANCODE, Communication and Culture.” ELT Journal 52 (1): 43–56; Cook, V. 2013. “Materials for Adult Beginners from an L2 User Perspective.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 289–309. London: Bloomsbury]. In this article, I suggest how we can humanise the coursebook [Tomlinson, B. 2013. “Humanising the Coursebook.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 162–174. London: Bloomsbury] through some relatively minor adaptations to dialogues based on processes such as: (1) extending the dialogue, (2) changing the register, (3) changing the cast of characters, (4) changing the mood, (5) changing the ‘plot’, and (6) ‘unscripting’ the dialogue. Applying such processes, I argue, potentially brings a number of benefits. These benefits include ‘varied repetition’ [Maley, A. 1994. “Play It Again, Sam: A Role for Repetition.” Folio 1 (2): 4–5]; intensive listening practice; sensitisation to differences between scripted and ‘authentic’ speech; scope for creativity and humour. The longer-term benefit of such an approach, I argue, is that it develops the important habit of noticing.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1090998
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    ABSTRACT: This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the course, its practical organisation, structure and contents, and details of assessment procedures. The course evaluation consists of student teachers’ written responses to a questionnaire. The purpose of this small-scale study is to explore (1) whether this materials development course facilitates innovative designs by EFL student teachers, (2) the principles behind the course which appear to be most successful in doing so, and (3) the potential pitfalls for teacher educators who design and develop a materials development course in their own context. Findings indicate that students generally consider their classroom materials to be innovative, and that the elements of the course that facilitate the creation of these innovative materials are the contribution of theoretical perspectives through compulsory reading assignments, the execution of a small-scale research project alongside the materials development project, and the requirement to use ICT. Recommendations are made to inform the debate on the responsibility of teacher education in preparing teachers for a role as materials developers.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1090994
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    ABSTRACT: Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners’ needs. It has long been argued (e.g. by Stenhouse, L. [1975]. An Introduction to Curriculum Research and Development. London: Heinemann) that teachers themselves, as opposed to managers or course book writers, are best placed to develop context-specific materials that effectively and affectively engage learners. However, a systematic approach is required for materials development, and one practical option is through action research. Action research enables teachers to investigate learners’ reactions to new materials, and work with them to develop engaging context-specific materials. To illustrate how action research can successfully support materials development, this paper reports on a classroom-based project the first author (Emily) conducted at her college in Australia. The project was part of an innovative national programme for the Australian English Language Intensive Courses for Overseas Students (ELICOS) sector, initiated and facilitated by the second author (Anne) and the ELICOS peak body English Australia. An Assessment for Learning (AfL) theoretical framework was adopted to integrate lesson materials and assessment, based on learner needs. At the college, previous assessment preparation materials had been ad hoc, so Emily explored what materials would best support her learners in preparing for written assessments and feedback. Innovative classroom materials were developed in negotiation with learners, who were actively involved in the process through interviews, focus groups and surveys. Findings included improved AfL classroom materials and new self-study resources, as well as increased learner motivation. The paper concludes with analysis of the implications of using action research for materials development.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1090995
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    ABSTRACT: This paper reports on the findings of a study looking at students' motivation to engage in self-access language learning (SALL) while taking an English for Academic Purposes course which contains a substantial integrated SALL component. To-date there has been limited research into the motivation of such students but it is an important area of research because the extent to which students will make use of and benefit from SALL is likely to be strongly influenced by the type of motivation they experience. Using the framework of the L2 Motivational Self System and data from a questionnaire survey and interviews, this paper categorises the kinds of motivation seen among the students and then discusses the relevance of the findings for promoting and supporting the use of SALL among these and similar students.
    Innovation in Language Learning and Teaching 10/2015; DOI:10.1080/17501229.2015.1088545
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    ABSTRACT: How can Japanese teachers of English go about introducing more communicative activities suitable for their contexts? This article discusses an attempt by a high school teacher to implement communicative language teaching (CLT) in her classes while responding to institutional pressure to use yakudoku (a traditional grammar translation methodology) and focus on test and exam preparation. The article explains how the teacher, working with a mentor, rearranged the format of her classes to encourage more interactive activities, with translation activities used as review to prepare students for tests. This paper introduces the changes made over two cycles of the project, and suggests implications from the project which could be tested in other contexts, such as using outside mentors to help teachers to innovate, and focusing training experiences on getting teachers to experiment with CLT in their contexts.
    Innovation in Language Learning and Teaching 09/2015; DOI:10.1080/17501229.2015.1088856

  • Innovation in Language Learning and Teaching 09/2015; DOI:10.1080/17501229.2015.1078337

  • Innovation in Language Learning and Teaching 09/2015; DOI:10.1080/17501229.2015.1076427

  • Innovation in Language Learning and Teaching 08/2015; DOI:10.1080/17501229.2015.1073734

  • Innovation in Language Learning and Teaching 08/2015; DOI:10.1080/17501229.2015.1066793

  • Innovation in Language Learning and Teaching 06/2015; DOI:10.1080/17501229.2015.1006984

  • Innovation in Language Learning and Teaching 06/2015; DOI:10.1080/17501229.2015.1043915

  • Innovation in Language Learning and Teaching 06/2015; DOI:10.1080/17501229.2015.1016030

  • Innovation in Language Learning and Teaching 04/2015; 9(1):8-9. DOI:10.1080/17501229.2014.995666