The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language…

Whereas there exists a plethora of research on collocations and formulaic language in English, this article contributes towards a somewhat less developed area: the understanding and teaching of formulaic language in German as a foreign language. It analyses formulaic sequences and collocations in German writing (corpus-driven) and provides modern…

Recent literature that examines the implementation of task-based language teaching (TBLT) in classroom settings has reported various challenges related to educational cultures, classroom management, teacher cognition and learner perceptions. To facilitate the smooth transition of TBLT from laboratory settings to classroom contexts, measures need…

A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of…

A decade ago, Klapper (2003: "Taking communication to task? A critical review of recent trends in language teaching", "The Language Learning Journal" 27: 33-42) created the opportunity to reflect on the assets and limitations of task-based language teaching (TBLT) in comparison with more established communicative language…

This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. The content and language integrated learning (CLIL) approach adopted by the authors is one in which language learning and content learning are truly integrated and where neither…

This study presents an insight into content and language integrated learning (CLIL) practices in the Australian state of Queensland. The article comprises four main sections. The first section outlines the context of CLIL in Australia and Queensland; there follows a brief review of the literature on stakeholders in CLIL programmes, such as…

Much second language acquisition research in recent decades has assumed that a learner's main purpose for learning a second language (L2) is to develop communicative competence. Consequently, many studies have focused on investigating ways in which teachers and/or the learning environment may support the development of such competence. In…

In this article, the authors examine the fourth stage of their research into diversity in the languages classroom, focusing specifically on the teacher perspective in planning for and managing diversity in adult student groups. The article discusses findings from a day with experienced Open University language teachers working together on lesson…

This interpretive case study is framed within recent sociocultural conceptualisations of learning. It draws on research on teacher-led classroom discussions, and investigates the conversational intricacies through which "dialogicity" is accomplished in adaptive ways in one content and language integrated learning (CLIL) science…

Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that…

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

Although many advances have been made in recent years concerning the theoretical dimensions of content and language integrated learning (CLIL), research still has to meet the necessity to come up with integrative models that adequately map the interrelation between content and language learning in CLIL contexts. This article will suggest that…

The relationship between language pedagogy and the content and language integrated learning (CLIL) classroom is a key issue for research into CLIL. In the Netherlands, as in other European contexts, non-native speakers of a target language with a non-language teaching background teach CLIL content lessons. Whilst CLIL teachers teaching their…

With evidence that formative assessment supports pupils' learning, it follows that that there is a need to develop student teachers' assessment competence. However, in some teacher education programmes, learning about pupil assessment is often relegated to a late stage. This can lead to student teachers' perceptions of assessment as…