Foreign language learning and teaching in Germany: A review of empirical research literature from 2005 to 2010

Abstract

This article reviews the empirical research literature on foreign language (FL) learning and teaching published between 2005 and 2010 in Germany. It focuses on the empirical studies that have attracted the greatest interest among researchers during this period of time. These include research on educational standards, teacher education, early FL learning, content and language integrated learning, motivation and interest, intercultural learning, literacy, learning strategies and cooperative and computer-assisted language learning. The review reveals rich and diverse research studies in the field of FL teaching and learning. As a relatively young discipline without a longstanding research tradition, this field overlaps in its research interests and methods with other research fields such as educational psychology, linguistics and the educational sciences. The review also shows that the research into FL teaching and learning is to a large degree dominated by small rather than large-scale projects and is characterized by its largely practical relevance. The review ends with recommendations for future research as a conditio sine qua non for further development in the field.