Welcome

Welcome to the Applied Linguistics research group webpages

Our group represents a wide range of nationalities, ages, backgrounds and research interests.

The aim of the group is to increase understanding of the acquisition and use of language from both a theoretical and a practical perspective.

The fact that we constitute part of the Department of Education helps to shape and focus the research we conduct within a field which is relatively broad.

Aims and focus

We warmly welcome people interested in both first and second language acquisition and their development, along with areas which cut across first and second language acquisition. As you can imagine this covers a wide range of issues and topics and some of our work overlaps with psycholinguistics, general linguistics and, to some extent, sociolinguistics.

The variety of research we undertake ranges in terms of topical focus, age group being studied and research methodology adopted.

The Applied Linguistics Research Group is convened by Professor Ernesto Macaro

Publications

Research students and staff are strongly encouraged to disseminate the findings of their research. Below is a list of journal publications which have arisen from recent DPhils and research projects.

  • Mutton, T. and Woore, R. (in preparation, 2014) “The Language Teacher’s Task: promoting learning in the foreign language classroom” in I.Thompson (ed) (2014) Designing Tasks in Secondary Education:  Enhancing subject understanding and student engagement. London & New York: Routledge.
  • Graham, S., Santos, D. and Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research. 15 (forthcoming).
  • Hayashi, Y. & Murphy, V.A. (2011).  An investigation of morphological awareness in Japanese learners of English.  Language Learning Journal.  39: 105-120
  • Macaro, E., Handley, Z., and Walter, C. (2011). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching 45(1), 1-43
  • Martinez, R. & Murphy, V.A. (2011).  The effect of frequency and idiomaticity on second language reading comprehension.   TESOL Quarterly.
  • McKendry, M. & Murphy, V.A. (2011). A Comparative Study of Listening Comprehension Measures in English as an Additional Language and Native English Speaking Primary School Children. Evaluation and Research in Education, 24: 17-40.
  • Graham, S., Santos, D. and Vanderplank, R. (2010). Strategy clusters and sources of  knowledge in French L2 listening comprehension. International Journal of Innovation  in Language Learning and Teaching, 4 (1): 1-20.
  • Lo, Y.Y. & Murphy, V.A. (2010). Vocabulary knowledge and growth in Immersion and Regular Language Learning Programmes in Hong Kong. Language and Education, 24: 215-238.
  • Woore, R. (2010) “Thinking aloud about L2 decoding: an exploration into the strategies used by beginner learners when pronouncing unfamiliar French words”, Language Learning Journal, 38 (1): 3-17.
  • Woore, R. (2009) “Beginners’ progress in decoding L2 French: some longitudinal evidence from English Modern Foreign Languages classrooms”, Language Learning Journal, 37 (1): 3-1
  • Graham, S., Santos, D. and Vanderplank, R. (2008). Listening comprehension and strategy use: a longitudinal exploration. System. 36: 52-68.
  • Santos, D., Graham, S. and Vanderplank, R. (2008) Second Language ListeningStrategy Research: Methodological Challenges and Perspectives.  Evaluation & Research in Education. 21 (2): 111-133.