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      Jin, L. and M. Cortazzi. 2009. ‘Culture et valeurs dans les classes chinoises [Cultures and values in Chinese classrooms]’. Revue Internationale d’Education de Sèvres 50: 49-62
      Summary: This article reviews research into cultures of learning and traces some of the key underlying values in Confucian heritages and modern China which affect children's and students' learners' expectations and classroom interaction in foreign language classrooms.
      Country of research: China
      Learners' background: China
      Institutional level: tertiary
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Skoufaki, S. 2009. ‘Investigating the source of idiom transparency intuitions’. Metaphor and Symbol 24/1: 20-41
      Summary: For most researchers, an idiom is transparent to the degree that a link can be found between its form and meaning. Cognitive linguists agree with the aforementioned view, but claim there is an additional source of transparency intuitions. They claim that transparency is partly the degree to which features inherent in an idiom (e.g., conceptual metaphors thought to underlie it) are seen as contributing to the idiom's meaning even before someone learns it. This article reports the results of an experiment which examines whether the cognitive linguistic claim about a hybrid source of idiom transparency intuitions is correct. Advanced second language learners of English guessed at the meaning of unknown idioms presented in or out of context. The results are congruent only with the hybrid view of idiom transparency. The possible consequences for the second language instruction of English idioms are examined.
      Country of research: United Kingdom
      Learners' background: Greece
      Institutional level: tertiary
      Entered by: University of Essex (Department of Language and Linguistics)
      Richards, K. 2009. ‘Trends in qualitative research in language teaching since 2000’. Language Teaching 40/2: 147-180
      Summary: This reviews developments in qualitative research on language teaching since 2000, focusing on its contributions to the field and identifying issues emerging from these. It identifies areas in language teaching where qualitative research has the greatest potential and indicates what is required to further improve the quality of its contribution.
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Hall, C.J., D. Newbrand, P. Ecke, U. Sperr, V. Marchand and L. Hayes. 2009. ‘Learners' implicit assumptions about syntactic frames in new L3 Words: the role of cognates, typological proximity, and L2 status’. Language Learning 59/1: 153-202
      Summary: Learners of L3 German and L3 French studied unfamiliar verbs that were cognate with L1 Spanish, L2 English, or neither, to assess whether they assume shared syntactic frames with cognate forms in the typologically closer language. Results suggest that form similarity, typological proximity, and L2 status jointly affect assumptions.
      Country of research: Mexico
      Learners' background: Mexico
      Institutional level: tertiary
      Entered by: York St John University (Languages and Linguistics)
      Dewaele, J.-M. and J.P. van Oudenhoven. 2009. ‘The effect of multilingualism / multiculturalism on personality: no gain without pain for third culture kids?’. International Journal of Multilingualism 6/4: 443-459
      Summary: Effect of multilingualism/multiculturalism on the Big Five personality traits.
      Country of research: United Kingdom
      Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)
      Zhang, Q. and A. Green. 2009. ‘Understanding Chinese students' motivational change during the transition to UK higher education’ in ELT in China (5): Selected Papers from the 5th International Conference. Beijing: Foreign Language Teaching and Research Press, pp. 124-147
      Editor(s): Wen, Q. and L. Jin.
      Country of research: United Kingdom
      Learners' background: China
      Institutional level: tertiary
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Hanks, J. 2009. ‘Inclusivity and collegiality in Exploratory Practice’ in Researching Language Teaching and Learning: An Integration of Practice and Theory. Oxford: Peter Lang, pp. 33-54
      Editor(s): Yoshida, T., H. Imai, Y. Nakata, A. Tajino, O. Takeuchi and K. Tamai.
      Summary: An exploration of who might be included and what collegiality might mean in practitioner research (specifically, Exploratory Practice). A number of case studies and narratives from around the world illustrate Exploratory Practice principles.
      Entered by: University of Leeds (The Language Centre)
      Dörnyei, Z. 2008. Estratègies de Motivació a L'aula de Llengües [Catalan translation of Motivational Strategies in the Language Classroom]. Barcelona, Spain: Editorial UOC.
      ISBN: 9788497887021
      Entered by: University of Nottingham (School of English Studies)
      Dörnyei, Z. 2008. Estrategias de Motivación en el Aula de Lenguas [Spanish translation of Motivational Strategies in the Language Classroom]. Barcelona, Spain: Editorial UOC.
      ISBN: 9788497887175
      Entered by: University of Nottingham (School of English Studies)
      Johnson, K. 2008. An Introduction to Foreign Language Learning and Teaching; second edition. London: Pearson Education.
      ISBN: 978-1-4058-3617-3
      Summary: Describing research and developments in the fields of language learning and teaching.
      Entered by: Lancaster University (Linguistics and English Language)