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Research on language learning and teaching: 1994

In my view, 1994 was a good year internationally for research on the teaching and learning of second or foreign languages (henceforth designated as L2). Not only were a number of interesting studies published, written in some cases by researchers with whose work I have not been familiar, but there were also some highly useful reviews of key areas by acknowledged experts which make sense of what research is suggesting to us thus far and contribute to further theory-building. It would have been futile for me to have attempted to provide a rounded summary of these reviews, since in a sense they themselves already summarise large bodies of key information, but I have mentioned some points from them that seem particularly important and have attempted to link them, where appropriate, to research published last year. Driven partly by individual or small-group research and partly by these reviews, there appeared to be a particular build-up of research-based thinking in three areas: motivation; the role of mediation in enhancing L2 development; and the role of interaction/negotiation in converting input not only to comprehension but possibly also to acquisition. These three aspects have each been given their own section in the present review, along with others that routinely appear from year to year. As in previous yean, reference may be made to abstracts that have been published in Language Teaching. Thus, Meara (1994: 95-202) means an article by Meara published in 1994 that appeared as entry 202 in the 1995 series of abstracts for the journal.