PhD Programme in Language Pedagogy

ELTE School of English and American Studies

1088 Budapest, Rákóczi út 5. phone:(36-1) 485 52 00 extension 4424 , email: langped@seas3.elte.hu

 

 

 

Home

Programme Information

Course Structure

ETR codes& credits

Course Outlines

Teaching Staff

Supervisors &

      Research Topics

Student Research

APA Guidelines

Timetable

Journals

Links

Notice board 

Admission Requirements

WoPaLP 

 

 

Reading lists for the comprehensive doctoral examination

 

 

The reading lists have been compiled to help in preparing for the exam, however, it is strongly recommended that candidates confirm the lists with the Director of Research latest six weeks before the exam when finalizing the exam topics.

 

 

 

3. Research design and statistics in foreign language pedagogy research    

            - reading list compiled by Kormos Judit

 

Characteristics of qualitative research

Davis, K. A. (1995). Qualitative theory and methods in applied linguistics research. TESOL

          Quarterly, 29, 427-453.
Maykut, P., & Morehouse, R. (1994). Beginning qualitative research. A philosophic and practical

          guide. London: The Falmer Press.  Chapter 2 (pp. 7-23).
Validity and reliability in qualitative research on second language acquisition and teaching. Two

          researchers comment. TESOL Quarterly, 26. pp. 602-607.
 

Basic parametric statistical procedures
Salkind, N., J. (2000). Statistics for people who (think they) hate statistics. Thousand Oaks: Sage.

          Chapters 2-5, 9-12.
 

Case studies
Kormos, J. (2003). Az esettanulmány. In E. H. Kontra & J. Kormos (Eds.), A nyelvtanuló: Sikerek,

            módszerek, stratégiák (pp. 25-30). Budapest: Okker. Or
Stake, R. E. (1995). The art of case study research. London: Sage. – photocopied chapters
 

Interviews
McCracken, G. (1988). The long interview. London: Sage. Chapter 2 (pp. 18-28), Chapter 3 (pp.

          29-48), Chapter 4 (pp. 48-52).
 

Designing questionnaires
Dörnyei, Z. (2002). Questionnaires in second language research. Chapters 1-4. Hillsdale, N. J.:

          Lawrence Erlbaum.
 

Ensuring reliability and validity in quantitative research
Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford

          University Press Chapter 5.

(( ))(( ))(( ))(( ))

 

4. Processes in researching foreign language teaching and learning  (known in the curriculum as 'Research Seminar')   

            - reading list compiled by Holló Dorottya

 

1., Issues in the process of research design and the theoretical underpinning

 

Cohen, L., L. Manion, K. Morrison. (2000). Research methods in education. 5th ed. London, New York: Routledge Falmer. (Chapter 1 - The nature of inquiry pp. 3-45). (or the same chapter in the 6th edition, 2007)

 

Creswell, J.W. (2009). Research Design – Qualitative, Quantitative and Mixed Methods Approaches. 3rd ed.  Los Angeles, London: Sage.  (Part 1.1 The selection of a research design pp.3-20) (or the same chapter in the 4th edition, 2014)

 

 

2., The ethics of research in language pedagogy

 

Cohen, L., L. Manion, K. Morrison. (2000). Research methods in education. 5th ed. London, New York: Routledge Falmer. (Chapter 2 - The ethics of educational and social research pp. 49-72). (or the same chapter in the 6th edition, 2007)

 

Kubanyiova, M. (2015). Ethics in research. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and research. (pp. 176-182.) Cambridge: Cambridge University Press.

 

 

3., Issues of quality verification in second language research: validity, reliability and trustworthiness (credibility, transferability, dependability, confirmability)

 

Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge: Cambridge University Press. (Chapter 5: Analyzing survey data qualitatively pp. 212-251. Sections to read: Conclusion drawing and verification pp. 223-231 and Existing guidelines for qualitative studies & Examples of analysing survey data qualitatively pp. 240-249).

 

Cohen, L., L. Manion, K. Morrison (2000). Research methods in education. 5th ed. London, New York: Routledge Falmer. (Chapter 5. Validity and reliability. pp105-133). (or the same chapter in the 6th edition, 2007)

 

 

4., Methods of data collection and analysis: Questionnaires, Interviews, Observation

 

Cohen, L., L. Manion, K. Morrison (2000). Research methods in education. 5th ed. London, New York: Routledge Falmer. (Chapters 14, 15 and 17 - Questionnaires, Interviews, Observation). (or the same chapters in the 6th edition, 2007)

 

 

5., Action research and language pedagogy

 

Burns, A. (2015). Action research. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and research. (pp.  99-104). Cambridge: Cambridge University Press.

 

Cohen, L., L. Manion, K. Morrison. (2000). Research methods in education. 5th ed. London, New York: Routledge Falmer. (Chapter 13: Action research pp. 226-241). (or the same chapter in the 6th edition, 2007)

 

6., Research types: Case studies, Ethnography and Discourse analysis

Choose one to discuss:

 

Duff, P.A. & Anderson T. (2015). Case-study research In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and research. (pp. 112-118) Cambridge: Cambridge University Press.

 

Palfreyman D.M. (2015). Ethnography. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and research. (pp. 146-154). Cambridge: Cambridge University Press.

 

Paltridge, B. (2015). Discourse analysis. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and research. (pp. 134-139). Cambridge: Cambridge University Press.

 

 

 

(( ))(( ))(( ))(( ))

 

7. The role of culture in foreign language teaching

            - reading list compiled by Holló Dorottya

Bolinger, D. (1980). Language  - The Loaded Weapon. Harlow, Longman.(Chapter 10,  Power and

          Deception. pp. 105-124).

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon:

           Multilingual Matters.

Byram, M., C. Morgan et al. (1994) Teaching-and-Learning Language-and-Culture.Clevedon,

          Multilingual Matters No.100. (Chapters 1-5).

Damen, L. (1987). Culture Learning: The Fifth Dimension in the Language Classroom. Reading,

          MA, Addison-Wesley Publishing Company.(Chapters 5,8,9,11,16).

Enyedi Á. (2000). Culture Shock in the Classroom. novELTy 7 (1), 4-16.

Kaplan, R.B. (1966). Cultural Thought Patterns in Inter-cultural  Education. Language Learning vol.

          XVI. Nos 1&2: 1-20.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford, Oxford University Press.

Seelye, H.N. (1993) Teaching Culture - Strategies for Intercultural Communication. Lincolnwood,

            Illinois,National Textbook Company.(Chapters 1,2,3,13).

Valdes, J.M. (ed.) (1986). Culture Bound. Cambridge, Cambridge University Press. (Chapters 3, 4, 5,

           11, 14-18).

 

8. Individual differences in second language learning

           - reading list compiled by Brózik-Piniel Katalin

1. Age and language learning

Singleton, D. (2012). Ultimate attainment and the CPH: Some thorny issues. In M. Watorek, S. Benazzo, & M. Hickmann (Eds.), Comparative perspectives on language acquisition (pp. 188-203). Bristol, UK: Multilingual Matters.

Muñoz, C. (2014). Contrasting effects of starting age and input on the oral performance of foreign language learners. System, 35(4), 463-482.

 

2. Language anxiety

MacIntyre, P., & Gregersen, T. (2012). Affect: The role of anxiety and other emotions. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 103-118). Houndmills, UK: Palgrave Macmillan.

Dewaele, J-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.

 

3. Self-efficacy beliefs

Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer, & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 6-22). Bristol, UK: Multilingual Matters.

Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 273-292.

 

4. Language learning strategies

Griffiths, C., & Oxford, R. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1–10.

Wong, L. L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39(2), 144-163. 

 

5. Self-regulation and autonomy

Benson, P. (2009). Making sense of autonomy. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 13-26). Hong Kong: Hong Kong University Press.

Kormos, J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299.

 

6. Motivation

Dörnyei, Z. (2014). Future self-guides and vision. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 7-18). Bristol: Multilingual Matters.

Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated

behavior: A structural equation modeling approach. System, 38, 467-479.

 

7. Learning styles and personality

Griffiths, C. (2012). Learning styles: Traversing the quagmire. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 151-168). Houndmills, UK: Palgrave Macmillan.

Dewaele, J-M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97(3), 670-684.

 

8. Willingness to communicate

Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 119-135). Houndmills, UK: Palgrave Macmillan.

MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149-171.

 

9. Language aptitude

Robinson, P. (2012). Individual differences, aptitude complexes, SLA processes, and aptitude test development. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 57-76). Berlin, Germany: Springer.

Recommended reading:

Dörnyei. Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.

 


 

 

(( ))(( ))(( ))(( ))

 

 

11. Discourse analysis and foreign language pedagogy

            - reading list compiled by Károly Krisztina

 

Approaches to cohesion and coherence, the relationship of the two concepts

Beaugrande, R.d. & Dressler, W.U. (1983). Introduction to text linguistics. London: Longman.

          (Chapters 1-2, pp. 1-29).

Enkvist, N.E. (1990). Seven problems in the study of coherence and interpretability. In U. Connor &

          A.M. Johns (Eds.), Coherence in writing: Research and pedagogical perspectives (pp. 9-28).

            Washington, DC: TESOL.

Halliday, M.A.K. (1985). An introduction to functional grammar. London: Edward Arnold. (pp. 287-

          309 and pp. 310-318).

Hasan, R. (1984). Coherence and cohesive harmony. In J. Flood (Ed.), Understanding reading

            comprehension (pp. 181-219). Delaware: International Reading Association.

 

The analysis of speech and writing

Hatch, E. (1992). Discourse and language education. Cambridge: Cambridge University Press. (pp.

          164-206).

McCarthy, M. & Carter, R. (1994). Language as discourse. Perspectives for language teaching.

          London: Longman. (pp. 1-38).

 

Conversation analysis

Hoey, M. (1992). Some properties of spoken discourse. Applied Linguistics and English Language

            Learning, 65-84.

Grice, H.P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Speech acts (pp. 41-58).

          New York: Academic Press.

Schiffrin, D. (1994). Approaches to discourse. Oxford: Blackwell. (Chapter 3: pp. 49-89).

 

Variables in the analysis of genres

Lux, P. & Grabe, W. (1991). Multivariate approaches to contrastive rhetoric. Lenguas Modernas,

          18, 133-160.

Schneider, M. & Connor, U. (1990). Analyzing topical structure in ESL essays. Not all topics are

          equal. SSLA, 12, 411-427.

 

Discourse analysis and phonology

McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University

          Press. (pp. 88-115).

Coulthard, M. (1985). An introduction to discourse analysis. London: Longman. (pp. 97-119).

 

Discourse analysis and language teaching

McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University

          Press.

Coulthard, M. (1985). An introduction to discourse analysis. London: Longman. (pp. 146-178).

 

Institutional discourse and critical discourse analysis

Agar, M. (1985). Institutional discourse. Text, 5, 147-168.

van Leeuwen, T. (1995). Representing social action. Discourse and Society, 6/1, 81-106.

 

 

(( ))(( ))(( ))(( ))

 

 

13. Research models in the analysis of foreign language written discourse and translation

            - reading list compiled by Károly Krisztina

 

Research on writing: an overview

Connor, U. (1987). Research frontiers in writing analysis. TESOL Quarterly, 21(4), 677-796.

Grabe, W., & Kaplan, R.B. (1996). Theory and practice of writing. London: Longman. Chapter 2:

          Textlinguistic research (pp. 36-59).

 

Analysis of academic discourse

Hyland, K. (2000). Disciplinary discourses. Social interaction in academic writing. London:

          Longman. (Chapter 7: Researching and teaching academic writing).

Swales, J.M. (1990). Genre analysis. Cambridge: Cambridge University Press. (Genre defined: pp.

          58; Introductions: 137-166).

 

Analysis of discourse structure

Bell, A. (1998). The discourse structure of news stories. In A. Bell., & P. Garrett (Eds.), Approaches

          to media discourse (pp. 64-104). Oxford: Blackwell Publishers.

Hoey, M. (1994). Signalling in discourse: a functional analysis of a common discourse pattern in

          written and spoken English. In M. Coulthard (Ed.), Advances in written text analysis (pp. 26-

          46). London: Routledge.

 

Analysis of propositions and relational propositions

Kintsch, W., & van Dijk, T.A. (1978). Toward a model of text comprehension and production.

          Psychological Review, 85 (5), 363-393.

Mann, W.C., & Thompson, S.A. (1988). Rhetorical structure theory: Toward a functional theory of

          text organization. Text, 8 (3), 243-281.

 

Assessment of writing

Connor, U. (1993). Linguistic/rhetorical measures for evaluating ESL writing. In L. Hamp-Lyons

          (Ed.), Assessing second language writing in academic contexts (pp. 215-225). Norwood,

          New Jersey: Ablex Publishing Corporation.

Hamp-Lyons, L. (1990). Second language writing: assessment issues. In B. Kroll (Ed.), Second

          language writing: Research  insights for the classroom (pp. 69-87). Cambridge: Cambridge

          University Press.

 

Contrastive rhetoric

Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly, 36 (4), 493-510.

Connor, U. (1996). Contrastive rhetoric. Cambridge: Cambridge University Press. (Chapter 3:

          Historical evolution of contrastive rhetoric: from Kaplan’s 1966 study to diversification in

          languages, genres, and authors. pp. 28-55.)

Kaplan, R.B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1-2), 1-19.

 

Translation research

Baker, M. (1998). Translation studies. In M. Baker (Ed.), Routledge encyclopedia of translation

          studies (pp. 277-280). London: Routledge.

Baker, M. (1992). In other words. London and New York: Routledge. Chapter 6: Textual

          equivalence: cohesion. pp. 180-221.

Connor, U. (1996). Contrastive rhetoric. Cambridge: Cambridge University Press. Chapter 7:

          Contrastive rhetoric and translation studies. pp. 117-125.

Olohan, M. (2004). Introducing corpora in translation studies. London: Routledge. (Chapters 1 and

          2)

 

Translation into the second language

Campbell, S. (1998). Translation into the second language. London: Longman. Chapter 1: What is

          translation competence? pp.1-21; Chapter 4: Translation into a second language and

          second language competence. pp. 56-71; Chapter 8: Towards a model of translation

          competence. pp.152-176.

 

 

(( ))(( ))(( ))(( ))

 

14. Researching discourse in English for specific purposes

    - reading list compiled by Károly Krisztina

 

 

1. Definition and classification of ESP; research directions for ESP pedagogy

Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press. Chapters 1-2: 1. Introduction; 2. A historical perspective on ESP (pp.1-33).

Belcher, D.D. (2004). Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics, 24, 165-186.

 

2. Approaches to analyzing ESP: context, needs and discourse analysis

Ramanathan, V., & Kaplan, R.B. (2000). Genres, authors, discourse communities: Theory and application for (L1 and) L2 writing instructors. Journal of Second Language Writing, 9(2), 171-191.

Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press. Chapter 7: Needs analysis and evaluation (pp.121-140).

Flowerdew, L. (2005). An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: Countering criticisms against corpus-based methodologies. English for Specific Purposes, 24, 321-332.

 

3. English for Academic Purposes

Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press. Chapter 3: English for Academic Purposes (pp.34-52).

Hyland, K. (2000). Disciplinary discourse: Social interactions in academic writing. London: Longman. Chapter 7: Researching and teaching academic writing (pp.132-154).

Matsuada, P.K., & Tardy, Ch.M. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26, 235-249.

 

4. English for Medical Purposes

Hoekje, B.J. (2007). Medical discourse and ESP courses for international medical graduates (IMGs). English for Specific Purposes, 26, 327-343.

Webber, P. (2005). Interactive features in medical conference monologue. English for Specific Purposes, 24, 157-181.

 

5. English for Legal Purposes

Bhatia, V.K. (1993). Analysing genre. Language use in professional settings. London: Longman. Chapter 5: Legal discourse in professional settings (pp.101-144).

Northcott, J., & Brown, G. (2006). Legal translator training: Partnership between legal teachers of English for legal purposes and legal specialists. English for Specific Purposes, 25, 358-373.

 

6. English for Business Purposes

Dudley-Evans, T., & St John, M.J. (1998). Developments in ESP. A multi-disciplinary approach. Cambridge: Cambridge University Press. Chapter 4: English for Business Purposes (pp.53-73).

Nickerson, C. (2005). English as a lingua franca in international business contexts. English for Specific Purposes, 24, 367-380.

 

7. English for Management, Finance and Economics

Lim, J.M.H. (2006). Method sections of management research articles: A pedagogically motivated qualitative study. English for Specific Purposes, 25, 282-309.

Flowerdew, J., & Wan, A. (2006). Genre analysis of tax computation letters: How and why tax accountants write the way they do. English for Specific Purposes, 25, 133-153.

Taillefer, G.F. (2007). The professional language needs of Economics graduates: Assessment and perspectives in the French context. English for Specific Purposes, 26, 135-155.

 

8. English in politics and in the EU

Chilton, P., & Schäffner, Ch. (1997). Discourse and politics. In T. van Dijk (ed.), Discourse as social interaction (pp.206-230). London: Sage.

Trosborg, A. (1997). Translating hybrid political texts. In A. Trosborg (ed.), Text Typology and Translation (pp.145-159). Amsterdam, Philadelphia: John Benjamins.

 


 
(( ))(( ))(( ))(( ))

 

15. Language education for intercultural competence

- reading list compiled by Lázár Ildikó

 

Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. and Philippou, S. (2014).

       Developing intercultural competence through education. Strasbourg:  Council of Europe.

Council of Europe. (2008). White Paper on Intercultural Dialogue. (Chapters 1 and 4)

Godwin-Jones, R. (2013). Emerging Technologies: Integrating Intercultural Competence Into Language Learning Through Technology. Language Learning & Technology Vol 17/2

Houghton, S. A. (2013). Making intercultural communicative competence and identity-development visible for assessment purposes in foreign language education. The Language Learning Journal. Vol. 41(3), 311-325.

Lázár, I. (2015). EFL learners' intercultural competence development in a web

        collaboration project. Language Learning Journal. 43/2, pp. 208–221.

Lebedko, M. (2013). The theory and practice of stereotypes in intercultural communication. In S. Houghton, Y. Furumura, M. Lebedko and S. Li (Eds.) Critical Cultural Awareness: Managing Stereotypes through Intercultural (Language) Education (Chapter 1). Cambridge Scholars.

Lindner, R. and Méndez Garcia, M. (2014). The Autobiography of Intercultural Encounters through Visual Media: exploring images of others in telecollaboration. Language, Culture and Curriculum. Vol 27(3). DOI: 10.1080/07908318.2014.977910

O’Dowd, R. (2013). The competences of the telecollaborative teacher. The Language Learning Journal. DOI: 10.1080/09571736.2013.853374

Peiser, G. and Jones, M. (2013). The significance of Intercultural Understanding (IU) in the English Modern Foreign Languages curriculum: a pupil perspective. The Language Learning Journal, vol. 41(3), 340-356.

Porto, M. (2013). A model for describing, analysing and investigating cultural understanding in EFL reading settings. The Language Learning Journal. Vol 41(3), 284-296 DOI: 10.1080/09571736.2013.836346

Schenker, T. (2012). Intercultural Competence and Cultural Learning through Telecollaboration. CALICO Journal, 29(3), 449-470.

Sobkowiak, P. (2015). Developing students' intercultural competence in foreign language textbooks. US-China Education Review, Vol. 5, No. 12, 794-805 D DOI: 10.17265/2161-6248/2015.12.003

 

(( ))(( ))(( ))(( ))


16. Psycholinguistics and foreign language pedagogy 

- reading list compiled by Csizér Kata

 

1. First language acquisition

Gleason, J. B., & Ratner, N. B. (1998). Language acquisition. In J. B. Gleason & N. B. Ratner (Eds.),

          Psycholinguistics  (2nd ed., pp. 347–407). Belmont, CA: Wadsworth/Thomson Learning.

 

2. Psychological theories of second language acquisition

Snow, C. E. (1998). Bilingualism and second language acquisition. In J. B. Gleason & N. B. Ratner (Eds.), Psycholinguistics (2nd ed., pp. 453–481). Belmont, CA: Wadsworth/Thomson Learning.

 

3. The role of memory in language learning

Ellis, N. C. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33–68). Cambridge, UK: Cambridge University Press.

 

4. The role of attention in language learning

Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University Press.

 

5. Speech production in L1 and L2

Eysenck, M. W., & Keane, M. T. (2005). Language production. In Cognitive psychology (5th ed., pp. 397–416). Hove, UK: Psychology Press.

Kormos, J. (n. d.). Introduction: Speech production and SLA: An overview of issues. In Speech production and second language acquisition (pp. 7–33). (An unpublished manuscript of J. Kormos, 2006, Speech production and second language acquisition, Mahwah, NJ: Lawrence Erlbaum).

 

6. Speech comprehension in L1 and L2

Brown, G. (2006). Second language listening. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., Vol. 11, pp. 81–88). Amsterdam: Elsevier Science.

Eysenck, M. W., & Keane, M. T. (2005). Language comprehension. In Cognitive psychology (5th ed., pp. 359–396). Hove, UK: Psychology Press.

 

7. Forgetting a second language

Schmid, M. S. (2006). Second language attrition. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., Vol. 11, pp. 74–81). Amsterdam: Elsevier Science.

 

8. Automaticity, fluency and formulaic language

DeKeyser, R. M. (2001). Automaticity and automatization. In P. Robinson (Ed.), Cognition and second language instruction (pp. 125–151). Cambridge, UK: Cambridge University Press.

 

9. Anxiety in language learning

Barlow, D. H., Pincus D. B., Heinrichs, N., & Choate, M. L. (2003). Anxiety disorders: Social phobia (social anxiety disorder). In I. B. Weiner (Ed.), G. Stricker & T. A. Widiger (Vol. Eds.), Handbook of psychology, Vol. 8: Clinical Psychology (pp. 128–131). Hoboken, NJ: John Wiley & Sons.

Dörnyei, Z. (2005). Other learner characteristics: Anxiety. In The psychology of the language learner: Individual differences in second language acquisition (pp. 198–202). Mahwah, NJ: Laurence Erlbaum.

Ellis, R. (1994). Anxiety. In The study of second language acquisition (pp. 479–483). Oxford, UK: Oxford University Press.

 

10. Personality in language learning

Dörnyei, Z. (2005). Personality, temperament, and mood. In The psychology of the language learner: Individual differences in second language acquisition (pp. 10–30). Mahwah, NJ: Laurence Erlbaum.

 

 

(( ))(( ))(( ))(( ))

 

 

17. Sociolinguistics and foreign language pedagogy

- reading list compiled by Reményi Andrea

 

Textbook: McKay, Sandra L. - Nancy H. Hornberger (eds.) (1996): Sociolinguistics and language teaching. Cambridge: Cambridge University Press.

 

1. Language politics, language policy; motivation; language ideologies

a., Language politics, language policy, motivation

Textbook: a major part of Wiley (Ch. 4 in McKay-Hornberger (1996): 103-113, 122-147)

European Commission (2005): Europeans and languages. http://europa.eu.int/comm/public_opinion/archives/ebs/ebs_237.en.pdf

Nikolov Marianne - Ottó István (2006): A nyelvi előkészítő évfolyam. Iskolakultúra 2006/5:49-67. 

http://www.vega2000.eu/ikultura-folyoirat/index.htm

Kormos Judit – Csizér Kata (2005): A családi környezet hatása az idegennyelvi motivációra: Egy kvalitatív módszerekkel történő kutatás tanulságai. Magyar Pedagógia 105/1:29-40.  http://www.magyarpedagogia.hu/document/Kormos_MP1051.pdf

 

b., Language ideologies

Textbook: McGroarty (Ch. 1 in McKay-Hornberger (1996): 3-46)

Sándor Klára (2001): “A nyílt társadalmi diszkrimináció utolsó bástyája”: Az emberek nyelvhasználata. Replika 45-46: 241-259. http://www.c3.hu/scripta/scripta0/replika/honlap/4546/12sandor.htm

 

2. Bilingualism

Textbook: Sridhar (Ch. 2 in McKay-Hornberger (1996): 47-70)

Gal, Susan (1978): Peasant men can’t get wives: Language change and sex roles in a bilingual community. Language in Society 7: 1-16.

Skutnabb-Kangas, Tove (1990): Language, literacy and minorities. London: Minority Rights Group. (Also in Hungarian: (1997). Nyelv, oktatás és a kisebbségek. Kisebbségi adattár VIII. Budapest: Teleki László Alapítvány.)

 

3. Ethnography, identity

Textbook: Saville-Troike (Ch. 11 in McKay-Hornberger (1996): 351-382)

Johnson, Greer (2006): The discursive construction of teacher identities in a research interview. In: De Fina, Anna – Deborah Schiffrin – Michael Bamberg (eds.): Discourse and identity. Cambridge: CUP, pp. 213- 232.

Michaels, Sarah (1981): “Sharing time”: Children’s narrative styles and differential access to literacy. Language in Society 10: 423-443.

 

4. Constructivism, interaction

Textbook: Hutcby, Ian - Paul Drew (1995): Conversation analysis. In Verschueren, Jef et al. (eds.): Handbook of pragmatics: Manual. Amsterdam: Benjamins, 182-189.

Baxter, Judith (2002): Competing discourses in the classroom: a Post-structuralist Discourse Analysis of girls’ and boys’ speech in public contexts. Discourse and Society 13/6: 827-842.

McGroarty, Mary (1998): Constructive and constructivist challenges for applied linguistics. Language Learning 48:4: 591-622.

 

5. Gender, Critical Discourse Analysis

Textbook: Kumaravadivelu, B. (1999): Critical Classroom Discourse Analysis. TESOL Quarterly 33/3:453-482.

Sunderland, Jane (2000): New understandings of gender and language classroom research: Texts, teacher talk and students talk. Language Teaching Research 4/2: 149-173.

Duff, Patricia – Yuko Uchida (1997): The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly 31: 451-486.

 

6. Variationist sociolinguistics

Textbook: Rickford (Ch. 5 in McKay-Hornberger (1996): 151-194)

Labov, William (1972): The social stratification of (r) in New York City department stores. In Labov: Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press, 43-69. Pp. 43-54 also in Coupland - Jaworski (1997):168-178.

 

 

18. Recent Initiatives in Hungarian Foreign Language Education

- reading list compiled by Medgyes Péter

 

Kontra, M. (2016). Ups and downs in English language teacher education in Hungary in the last

          half century. WoPaLP 10:1-16.  Available:

          http://langped.elte.hu/WoPaLParticles/W10KontraM.pdf

Medgyes, P. (2011). Aranykor: Nyelvoktatásunk két évtizede 1989–2009 [The

golden age of Hungarian foreign language teaching, 1989‒2009]. Budapest: Nemzeti Tankönyvkiadó.

Medgyes, P. (2017). The (ir)relevance of academic research for the language teacher. Unpublished

          paper. Available upon request from the author.

Medgyes, P. & M. Nikolov (2014).Research in foreign language education in Hungary (2006–2012).

          Language Teaching 47(4): 504-537.

Öveges, E. (2014). Innovation in a complex system framework: School principals’

perspectives on the year of intensive language learning. Summary of PhD dissertation. Unpublished. Available: http://nydi.btk.pte.hu/sites/nydi.btk.pte.hu/files/doktori_vedesek/

Oveges_Eniko2014_tezisek.pdf

 

(( ))(( ))(( ))(( ))

 

 

                                  ©  ELTE  Language Pedagogy Doctoral Programme,  Budapest