Using conference submission data to uncover broad trends in language teaching: A case study of one conference over 30 years

Stapleton, Paul

doi:10.1177/1362168812460808

Cited by 10 publications

(7 citation statements)

References 18 publications

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“…There are varying views on how to teach L2 successfully (see Stapleton, 2013). In this section, we provide an overview of Suggestopedia, before describing what previous research says about L2 teaching from the more well-recognised sociocultural perspective.…”

Section: Two Different Approaches To Teaching a Second Languagementioning

confidence: 99%

“…Suggestopedia seems to have attracted renewed interest in language education, in Sweden. A review of language teaching conference themes over a period of 30 years shows that whereas Suggestopedia and other similar classroom pedagogies were frequently practised in 1978-1980, they were absent in 2010 (Stapleton, 2013). But more recently, there are regional projects, some funded by the European Union, in which the method is applied or serve as an inspiration in formal and non-formal language education for migrants (see e.g.…”

Section: Introductionmentioning

confidence: 99%

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The re-emergence of Suggestopedia: teaching a second language to adult migrants in Sweden

Colliander

Fejes

2020

Language, Culture and Curriculum

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Despite previous critical studies on the method, Suggestopedia has reemerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers and students in four classes. The analysis reveals the existence of several mediational mechanisms, in terms of e.g. different visual, aural and fictive artefacts, as well as of scaffolding through a certain sequencing of tasks and mediational texts to help students learn Swedish. Although Suggestopedia as an approach serves to facilitate the students' learning in many ways, greater attention can be paid to the students' experiences when conducting the lessons.

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Section: Two Different Approaches To Teaching a Second Languagementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The re-emergence of Suggestopedia: teaching a second language to adult migrants in Sweden

Colliander

Fejes

2020

Language, Culture and Curriculum

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“…The subject areas of the dissertations were found to be in line with the current concerns and issues of applied linguistics in general (see Schmitt, 2013;Stapleton, 2013). Teaching English as a foreign language was found to be the most investigated area with 90 dissertations on various topics, such as teaching language skills and components (f = 29), learner and teacher variables (f = 29), document analysis and language use (f = 14), and curricular studies (f = 14).…”

Section: Discussionmentioning

confidence: 74%

“…Table 4 below shows the distribution of doctoral dissertations under those subject areas and sub-areas in detail. The overall impression is that the issues investigated in the dissertations are timely and similar with their contemporaries in the international arena (see Stapleton, 2013). Nevertheless, this does not fully enable us to infer both scholarly and practical impact.…”

Section: The Subject Areas Of the Dissertationsmentioning

confidence: 97%

Trends in Doctoral Research on English Language Teaching in Turkey

2016

EDUC SCI-THEOR PRACT

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This review examines the doctoral research in Turkey completed between 2010 and 2014 in the area of English language teaching and learning. All of the dissertations (N = 137) indexed in the National Theses Database have been included in order to analyze dissertations' subject areas, research paradigms/ techniques, and research contexts as well as scopes, validity/reliability concerns, and piloting. The subject area categorization is based on a cyclical reading process resulting in three major categories: Teaching English as a foreign language, foreign language teacher education, and second language acquisition. Grant/ funding opportunities, the rate of international students, and certain demographic characteristics of PhD students are also addressed in order to clarify the contextual factors. In addition, detailed sub-subject areas were identified so as to be able to categorize all of the dissertations, and 57 dissertations representing the major subject areas are reviewed briefly to offer a closer look. The examination of the doctoral research reveals, in general, 12 potential problems, divided into two levels -6 macro levels (systemic) and 6 micro (departmental). Macro level problems include the heavy pressure of rapid graduation and international publishing. The present study is expected to provide a holistic portrait of the doctoral dissertations for the programs, supervisors, and students concerned. Trends in Doctoral Research on English LanguageTeaching in Turkey 1738 EDUCATIONAL SCIENCES: THEORY & PRACTICEThis review examines the doctoral research on English language teaching (ELT) between the years 2010 and 2014 in Turkey. The analysis focused on 137 PhD dissertations covering various aspects of English language learning and teaching, such as teaching English as a foreign language, foreign language teacher education, and second language acquisition (SLA). Of particular importance were the subject areas, research design, sampling methodology, and contexts with a special regard to adopted research paradigms of the dissertations analyzed. Including all of the dissertations completed in the last five years, the review also categorizes the dissertations in terms of those three major subject areas and sub-areas identified in a data-driven process.A comprehensive overview of research on applied linguistics and foreign language education in Turkey was published by Alptekin and Tatar (2011), surveying approximately 130 published articles, conference presentations and PhD dissertations from 2005 to 2009. Alptekin and Tatar (2011) also discuss in detail the history and sociopolitical dynamics of foreign language education in Turkey. Hence, the present review does not repeat those recollections, which are still valid under today's conditions. Instead, the focus is on research trends and concerns of the doctoral research written between 2010 and 2014.Over the last two decades, ELT PhD programs and scholars in Turkey have undergone a radical transformation process, during which the field has moved from a prac...

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“…Learner variables and contextual factors are included in research testing established hypotheses and investigating arising problems, such as technology-mediated learning and emergency teaching due to the outbreak of Covid-19. Stapleton (2013) gathered data submitted to a conference hosted by The Japan Association for Language Teaching for three decades and identified some research interests in the field of language teaching. Language Skills and Classroom Content (including English for specific purposes) remained the most strands, followed by Teacher Education.…”

Section: Introductionmentioning

confidence: 99%