Background Knowledge



 
 
 
 
 
 
Linguistics
Sociolinguistics
Psycholinguistics
Learning/ Teaching
Others

 
 

Linguistics

Bauer, L.  Watching English Change.  Longman.

Brown, G., and G. Yule. 1983.   Discourse Analysis.  London: Cambridge University Press.

Brown, G., Malmkjaer, K., Pollitt, A., Williams, J. (eds)  1944.  Language and understanding.

     Oxford: Oxford UP.

Clark. 1995. Introduction to Phonetics & Phonology.  Blackwell.

Crystal, D.  1987.  The Cambridge Encyclopedia of Language.  Cambridge: Cambridge UP.

Greenberg, Joseph. 1965. Some generalizations concerning initial and final consonant sequences.

     Linguistics 18:5-32.

Hurford, J. R.  1983.  Semantics: A Coursebook.  Cambridge: Cambridge UP.

Lass, Roger.  1984.   Phonology.  Cambridge: Cambridge University Press.

Leech, G. and Svartvik, J.  1994.  A Communicative Grammar of English.  Second edition.

        London: Longman.

Milroy, James.  1992.  Linguistic Variation and Change.  Oxford and Cambridge, MA: Blackwell.

Quirk, R., Greenbaum, S., Leech, G., Svartvik, J.  1985.  A comprehensive grammar

        of the English language.  Harlow: Longman.

Roach, P. 1991.  English Phonetics and Phonology: A Practical Course (2nd edn.).

Cambridge: Cambridge UP.
Sinclair, J. M. (ed)  1990.  Collins Cobuild English grammar.  London: HarperCollins.

Sinclair, J.  1991. Corpus, Concordance, Collocation.  Oxford: Oxford UP.

1981. On the naturalness of interlanguage phonological rules. Language Learning 31:195-216.
 
 

Sociolinguistics
 

Alptekin, C. and Alptekin, M.  1984.  The teaching of culture: EFL teaching in non-English-speaking

        countries.  English Language Teaching Journal, 38, 14-20.

Alptekin, C.  1993.  "Target-language culture in EFL materials." ELT Journal.  47, 2, 136-43.

Allwright, D.  1984.  The importance of interaction in classroom language learning.

     Applied Linguistics, 5, 156-71.

Aston, G. 1986.  Trouble-shooting in interaction with learners: the more the merrier?

     Applied Linguistics, 7 (2):128-43.

Bannai, Hideko. 1981. "Sociocultural Influences on the Communication Development of Asian

        ESL Students." On TESOL '80. Washington, D.C.: TESOL.

Berns, M.  1990.  Contexts of Competence: Social and Cultural Considerations in

        Communicative language Teaching.  New York: Plenum P.

Birdsong, David, and Terence Odlin. 1983. If Whorf was on the right track: a review essay of "The

        Linguistic Shaping of Thought: A Study in the Impact of Language and Thinking in China and

        the West" by Alfred H. Bloom. Language Learning, 33: 401-12.

Briere, Eugene J. 1973. "Cross-cultural Biases in Language Testing." In john W. Oller, Jr., and

        Jack C. Richards (eds.), Focus on the Learner. Rowley, Mass.: Newbury House.

Brown, G.  1990.  Cultural values: the interpretation of discourse. ELTJ, 44, 1, 11-17.

Carrell, Patricia, and Beverly Konneker. 1981. Politeness: comparing native and nonnative judgments.

        Language Learning 31:17-30.

Chambers, J. K.  1995.  Sociolinguistic Theory. Blackwell.

Chihara, T and Oller, J. 1978. Attitudes and attained proficiency in EFL: A sociolinguistic study

        of adult Japanese speakers. Language Learning 28: 55-68.

Connor, U., and McCagg, P.  1983.  Cross-cultural differences and perceived quality in

written paraphrases of English expository prose.  Applied Linguistics, 4, 259-268.
Coulmas, Florian.  1997.  Handbook of Sociolinguistics. Blackwell.

Edge, J.  1996.  Cross-cultural paradoxes in a profession of values. TESOL Quarterly, 30, 9-30.

Ellis, G.  1996.  How culturally appropriate is the communicative approach? ELT Journal,

        50, 213-218.

Flowerdew, Lynne.  1998.  A Cultural Perspective On Group Work.  ELT Journal, 52

        (4): 323-9.

Floyd, P., and Carrell, P. L.  1987.  Effects on ESL reading of teaching cultural content

        schemata.  Language Learning, 37, 1, 89-108.

Freire, Paulo and Donaldo P. Macedo.  1995.  A Dialogue: Culture, Language, and

        Race.  Harvard Educational Review 65.3 377-402.

Gass, S.  1979.Language transfer and universal grammatical relations. Language Learning, 27, 327-44.

Gass, S. 1984.  A review of interlanguage syntax: language transfer and language universals.

     Language Learning 34: 115-32.

Genesee, F., Rogers, P., and Holobow, N.  1983.  The social psychology of second

        language learning: Another point of view.  Language Learning, 33, 209-24.

Graddol, et al.  English: History, diversity and Change.  Bookman Books, LTD.

Hammerly, H. 1982. Contrastive phonology and error analysis. International Review of Applied

        Linguistics 20: 17-32.

Harrison, B. (ed.)  1990.  Culture and the Language Classroom.  Hong Kong: Modern

        English Publications and the British Council.

Hansen, L. 1984.  Field dependence-independence and language testing: evidence from six

        Pacific island cultures. TESOL Quarterly 18: 311-24.

Hawkins, E.  1984.  Awareness of Language: An Introduction.  Cambridge: Cambridge UP.

Holmes, Janet.  An Introduction to Sociolinguistics.  Longman.

Hudson, R.A.  1980.  Sociolinguistics.  Cambridge: Cambridge University Press.

Hymes, D. (1974). Foundations in sociolinguistics. Philadelphia: University of Pennsylvania Press.

Hyltenstam, Kenneth. 1977.  Implicational patterns in interlanguage syntax variation. Language

     Learning 27:383-411.

Imhoof, Maurice. 1968. "Controlling Cultural Variations in the Preparation of TESOL Materials."

     TESOL Quarterly 2(l): 39-42.

James, C.  1980. Contrastive analysis.  Harlow, Essex: Longman.

Jenkins, Jennifer.  1998.  Which Pronunciation Norms and Models For English As An

        International Language? ELT Journal 52 (2): 119-26.

Johnson, P.  1981.  Effects on reading comprehension of language complexity and

        cultural background of a text.  TESOL Quarterly, 15, 169-181.

Joyce Merrill Valdes.  1987.  Culture Bound: Bridging the cultural gap in language teaching.

        Cambridge: Cambridge UP.

Kalmar, Ivan, Zbong Yong, and Xiao Hong. 1988. Language attitudes in Guangzhou, China.

     Language in Society 16:499-508.

Kaplan, R. B.  1966.  Cultural thought patterns in intercultural education. Language

        Learning, 16, 1-20.

Kaplan, R. B. and Ostler, S. E.  1982.  Contrastive rhetoric revisited.  Paper presented at

        the 1982 TESOL Convention, Honolulu.

Kaplan, R. B.  1988.  "Contrastive Rhetoric and Second Language Learning: Notes Toward a

        Theory of Contrastive Rhetoric." In Writing Across Languages and Cultures. Issues in

        Contrastive Rhetoric, edited by A. C. Purves, 275-304. Newbury Park, CA: Sage.

Kenney, J.  1991.  Perspectives on Cultural and Individual Determinants of Teaching

        "Style." RELC Journal, 22 (2): 61-75.

Koda, K.  1989.  The effects of transferred vocabulary knowledge on the development of L2

        reading proficiency.  Foreign Language Annals, 22, 529-540.

Kramsch, Claire J. 1983. "Culture and Constructs: Communicating Attitudes and Values in

        the Foreign Language Classroom." Foreign Language Annals, 16(6): 437-48.

Lado, Robert. 1957. Linguistics across Cultures: Applied Linguistics for Language Teachers.

        Ann Arbor: University of Michigan Press.

Long, M. H. and P. A. Porter. 198S. 'Group work, interlanguage talk, and second language

        acquisition'. TESOL Quarterly, 19: 207-28.

Malamah-Thomas, Ann.  1987.  Classroom Interaction.  Oxford: Oxford UP.

Matalene, C. 1985. "Contrastive Rhetoric: An American Writing Teacher in China."

     College English 47, 8: 789-808.

Meade, Betsy, and Genelle Morain. 1973. "The Culture Cluster." Foreign Language

        Annals 6 (3): 331-8.

Modiano, Marko.  1999.  Standard English(es) and Educational Practices For the World's

        Lingua Franca. English Today 60: 3-13.

Mohan, B. A., and W. A-Y Lo. 1985. "Academic Writing and Chinese Students: Trans-fer and

        Developmental Factors." TESOL Quarterly 19, 3: 515--534.

Mondria, J. and Wit-de Boer, M.  1991.  The effect of contextual richness on the guessability

        and the retention of words in the foreign language.  Applied Linguistics, 12, 3, 249-267.

Moskowitz, G.  1976.  The classroom interaction of outstanding foreign language teachers.

        Foreign Language Annals, 9, 125-43 and 146-57.

Nayar, P. B.  1997.  ESL/EFL dichotomy today: Language politics or pragmatics.

   TESOL Quarterly,  31, 9-37.

Oller, John W., Jr., Alan J. Hudson, and Phyllis F. Liu. 1977. "Attitudes and Attained Proficiency

        in ESL: A Sociolinguistic Study of Native Speakers of Chinese in the United States."

     Language Learning 27(1): 1-27.

Osborne, Deborah.  1999.  Teacher-Talk: A Sociolinguistic Variable. English Teaching

        Forum (April/ June): 10-12.

Peirce, B. N.  1995.  Social identity, investment and language learning. TESOL

        Quarterly, 29, 1, 9-31.

Pritchard, R.  1990.  The effects of cultural schemata on reading processing strategies.

   Reading Research Quarterly, 25, 273-295.

Prodromou, Luke.  1988.  English As Cultural Action.  ELT Journal, 42 (2): 73-83.

Prodromou, Luke.  1992.  What Culture? Which Culture? Cross-cultural Factors in

        Language Learning. ELT Journal, 46 (1): 39-50.

Richards, J. C.  1972.  "Some Social Aspects of Language Learning."  TESOL Quarterly.

        6, 3, 243-54.

Richards, Jack, and Mayuri Sukwiwat. 1983.  Cross-cultural aspects of conver-sational

        competence.  Applied Linguistics 4:113-25.

Ringbom, H.  1992.  On L1 Transfer in L2 comprehension and L2 Production.

   Language Learning, 42, 85-112.

Santos, T. "Ideology in Composition: L1 and ESL." Journal of Second Language Writing

        1 (1992): 1-16.

Scarcella, R. "How Writers Orient Their Readers in Expository Essays: A Comparative Study of

        Native and Non-Native English Writers."  TESOL Quarterly 18, no. 14 (1984): 671-688.

Schmidt, M. 1980.  Coordinate structures and language universals in interlanguage. Language

     Learning, 30: 397-416.

Schmidt, R and McCreary, C.  1977.  Standard and super-standard English.  TESOL Quarterly,

        11: 415-30.

Shen, F. "The Classroom and the Wider Culture: Identity as a Key to Learning English Composition."

     College Composition and Communication, 4O, no.4 (1989): 459-466.

Silberstein, Sandra. 1984. "Language in Culture: Textbuilding Conventions in Oral Narrative." On

     TESOL '83, pp. 67-80. Washington, D.C.: TESOL.

Steffensen, Margaret, Chitra Joag-Dev, and Richard Anderson. 1979. A cross- cultural perspective on

        reading comprehension. Reading Research Quarterly 15:10-29.

Stevick, E.  1976.  Memory, Meaning and Method.  Newbury House.

Taylor, B. 1975.  The use of overgeneralization and transfer learning strategies by

        elementary and intermediate students in ESL. Language Learning 25 (1): 73-107.

Terence Odlin.  1989.  Language Transfer: Cross-Linguistic Influence in Language Learning.

        Cambridge: Cambridge UP.

Tomalin, B. and Stempleski, S.  1993.  Cultural Awareness.  Oxford: Oxford UP.

Thomas, Jenny. 1983. "Cross-cultural Pragmatic Failure." Applied Linguistics 4(2): 91-112.

Trudgill, Peter.  1974.  Sociolinguistics: an introduction.  Harmondsworth: Penguin.

Tuffs, R. J. and Tudor, I.  1990.  What the eye doesn't see: Cross-cultural problems in

        the comprehension of video materials.  RELC Journal, 21, 2, 29-44.

Tuttle, Harry G., Jorge Guitart, Anthony Papalia, and Joseph Zarnpogna. 1979.  "Effects of Cultural

        Presentations on Attitudes of Foreign Language Stu-dents. " Modern Language Journal 63

        (4): 177-82.

Ulla Connor.  1996.  Contrastic Rhetoric: Cross-Cultural Aspects of Second-Language Writing.

        Cambridge: Cambridge UP.

Wardhaugh, R.  1970.  The contrastive analysis hypothesis.  TESOL Quarterly, 4: 123-30.

Whitman, R. and Jackson, K. 1972.  The unpredictability of contrastive analysis.  Language

     Learning, 22: 29-41.

Winfield, Fairlie, and Barnes-Felfeli, Paula.  1982.  The effects of familiar and unfamiliar cultural

        context on foreign language composition.  Modern Language Journal, 66: 373-78.

Wolfson, Nessa. 1981. Compliments in cross-cultural perspective. TESOL Quarterly 15:117-24.

Zobl, H. 1980. Developmental and transfer errors: their common bases and (possibly) differential

        effects on subsequent learning,  TESOL Quarterly, 14 (4): 469-79.

Zobl, H. 1982. A direction for contrastive analysis: the comparative study of developmental

        sequences. TESOL Quarterly, 16: 169-83.

(ed.). 1982. Cultures in Contact: Studies in Cross-cultural Interaction.  Oxford: Pergamon Press.

1983. "Commitment to the Teaching of Foreign Cultures." The Modern Language

        Journal, 67(4): 403-12.

1984. A review of interlanguage syntax: language transfer and language universals.

     Language Learning 34:115-32.

1987.  A contrastive study of English expository prose. In Writing Across Languages: Analysis of

        L2 Text, ed. by Ulla Connor and Robert Kaplan. Reading, Mass.: Addison-Wesley.
 


 

Psycholinguistics

Aida, Y.  1994.  Examination of Horwitz, Horwitz and Cope's construct of foreign

        language anxiety: the case of students of Japanese.  Modern Language Journal, 78,

        155-168.

Anderson, N. J.  1991.  Individual differences in strategy use in second language reading

        and testing.  Modern Language Journal, 75, 460-472.

Armstrong, Thomas 1993. Seven Kinds of Smart: Discovering and Using your Natural

        Intelligences. New York: Plume/Penguin.

Armstrong, T.  1994. Multiple Intelligences in the Classroom.  Alexandria, VA:

Association for Supervision and Curriculum Development.
Arnold, Jane.  1999. Affect in Language Learning.  London: Cambridge UP.

Bialystok, E.  1982.  On the relationship between knowing and using linguistic forms.

     Applied Linguistics, 3 (3):181-206.

Bialystok, E.  1985.  The compatibility of teaching and learning strategies.

     Applied Linguistics, 6: 255-62.

Brown, H. Douglas. 1973. "Affective Variables in Second Language Acquisition." Language

     Learning 23(2): 231-43.

Busch, Deborah. 1982. Introversion-extraversion and the EFL proficiency of Japanese students.

     Language Learning 32:109-32.

Canale, M., and Swain, M.  1980.  Theoretical basis of communicative approaches to

        second language learning and testing.  Applied Linguistics, 1, 1-47.

Carrell, P. L. and Eisterhold, J. C.  1983.  Schema theory and ESL reading pedagogy.

        TESOL Quarterly, 17, 535-552.

Carrell, P. L.  1983.  Three components of background knowledge in reading

        comprehension.  Language Learning, 33, 183-207.

Carrell, P. L.  1984.  The effects of rhetorical organization on ESL readers. TESOL

        Quarterly, 18, 3, 441-489.

Carrell, P. L.  1987.  Content and formal schemata in ESL reading. TESOL Quarterly,

   21, 3, 467-481.

Chapelle, C and Roberts, C. 1986.  Ambiguity tolerance and field independence as predictors

        of proficiency in English as a second language. Language Learning, 36: 27-45.

Chambers, Gary N.  1998.  Pupils' Perceptions of the Foreign language Learning

        Experience.  Language Teaching Research 2 (3): 231-59.

Chastain, K.  1975.  Affective and ability factors in second language learning.

   Language Learning, 25, 153-161.

Christison, M. A.  1996.  Teaching and learning languages through Multiple Intelligences.

   TESOL Journal, 6, 1, 10-14.

Christison, M. A.  1997.  Applying mind-brain principles to L2 teaching. TESOL Matters, 7, 4, 3.

Chun, A. E., R. R. Day, N. A. Chenoweth, and S. Luppescu.  1982.  'Errors, interaction, and

        correction: a study of native-nonnative conversations'.  TESOL Quarterly, 16: 537-47.

Clement, R., Z. Dornyei and K. Noels.  1994.  Motivation, self-confidence and group

        cohesion in the foreign language classroom.  Language Learning, 44, 417-448.

Cohen, A. D.  1984.  Studying Second-language Learning Strategies: How Do We Get

        the Information?  Applied Linguistics 5: 101-12.

Curtin, J. B.  1979.  Attitudes to language learning: the adult student. ELT Journal, 33, 4, 28, 1-4.

de Bot, Kees.  1996.  The Psycholinguistics of the Output Hypothesis. Language

        Learning,  46, 3, 529-555.

Dornyei, Z.  1994a.  Motivation and Motivating in the foreign language classroom.

   Modern Language Journal, 78, 273-284.

Dornyei, Z.  1994b.  Understanding L2 motivation: On with the challenge!

   Modern Language Journal, 78, 515-523.

Dunn, R. S. and K. J. Dunn.  1979.  Learning Styles / Teaching Styles: Should They...Can They..Be

        Matched?  Educational Leadership 36: 238-44.

Dvrnyei, Z.  1990.  Conceptualizing Motivation in Foreign-language Learning.

   Language Learning, 40: 45-78.

Dvrnyei, Z.  1994.  Motivation and Motivating in the Foreign Language Classroom.

   Modern Language Journal 78: 273-84.

Ehrman M. and R. Oxford.  1990.  Adult language learning styles and strategies in an

        intensive training setting.  Modern Language Journal, 74, 3, 311-327.

Ellis, N. and Beaton, A.  1993.  Factors affecting the learning of foreign language vocabulary:

        Psycholinguistic determinants.  Language Learning, 43, 559-617.

Ely, C. M.  1986a.  An analysis of discomfort, risk-taking, sociability, and motivation in

        the L2 classroom.  Language Learning, 36, 1-26.

Ely, C. M.  1986b.  Language Learning Motivation :A descriptive and Casual Analysis.

   Modern Language Journal, 70, 28-35.

Ely, C. M.  1988.  Personality: Its impact on attitudes toward classroom activities.

   Foreign Language Annals, 21, 225-232.

Ely, M.  1989.  Tolerance of ambiguity and use of second language strategies.

     Foreign Language Annals, 22, 437-445.

Ford, J. F. 1978. "The Prospective Foreign Language Teacher and the Culturally and Linguistically

        Different Learner." Foreign Language Annals 11(4): 381-90.

Furth, Hans G.  1969.  Piaget and Knowledge: Theoretical Foundations.  Englewood Cliffs,

        N. J.: Prentice Hall.

Ganschow, L., R. L. sparks, R. Anderson, J. Javorsky, S. Skinner and J. Patton.  1994.

        Differences in language performance among high-, average-, and low anxious college

        foreign language learners.  Modern Language Journal, 78, 41-55.

Gardner, Howard. 1993. Multiple Intelligences: The Theory in Practice. New York: Basic Books.

Gardner, R.  1980.  "On the validity of affective variables in second language acquisition:

        conceptual, contextual and statistical considerations."  Language Learning.  30,

        255-70.

Gardner, R and Gliksman, L. 1982. On 'Gardner on affect': a discussion of validity as it

        relates to the attitude/motivation test battery: a response from Gardner. Language Learning

        32: 191-200.

Genesee, F. 1976. The role of intelligence in second language learning.  Language Learning 26: 267-80.

Genesee, F., Rogers, P., and Holobow, N.  1983.  The social psychology of second

        language learning: Another point of view.  Language Learning, 33, 209-24.

Girard, D.  1977.  "Motivation: the responsibility of the teacher."  ELT Journal, 31, 97-

        102.

Goodman, K. S.  1973.  Psycholinguistic universals of the reading process.  In F. Smith (ed.),

        Psycholinguistics and reading.  New York: Holt, Rinehart, and Winston, 177-182.

Gradman, H., and Hanania, E.  1991.  Language Learning Background factors and ESL

        proficiency.  Modern Language Journal, 75, 39-51.

Guiora, Alexander, and William R. Acton. 1979. "Personaliry and Language Behavior: A

        Restatement." Language Learning 29 (1): 193-205.

Hansen, J. and C. Stansfield.  1982.  Student-teacher Cognitive Styles and A Preliminary

        Study.  Modern Language Journal, 66, 263-73.

Hatch, E. 1983. Psycholinguistics: A second language perspective. Rowley, MA: Newbury House.

Higa, M.  1965.  The Psycholinguistic concept of difficulty and the teaching of a foreign

        language vocabulary.  Language Learning, 15, 3/4, 167-179.

Horwitz, E. K., M. B. Horwitz and J. A. Cope.  1986.  Foreign language classroom

        anxiety.  Modern Language Journal, 70, 125-132.

Houck, N, Robertson, J. and Krashen, S. 1978. On the domain of the conscious  grammar:

        morpheme orders for corrected and uncorrected ESL student transcriptions. TESOL

     Quarterly 12: 335-9.

Jakobovits, L. A.  1970. Foreign Language Learning: a Psycholinguistic Analysis of the Issues.

        Rowley, Mass.: Newbury House.

Ladousse, G. P.  1982.  From needs to wants: motivation and the language learner.

     System, 10, 1, 29-37.

Lukmani, Yasmeen M.  1972.  Motivation to Learn and Learning Proficiency. Language

     Learning, 22 (2): 261-73.

Oller, J. W., Jr., Hudson, A., and Liu, P.  1977.  Attitudes and attained proficiency in

        ESL: A sociolinguistic study of native speakers of Chinese in the United States.

     Language Learning, 27, 1-27.

Oller, J. 1982 Gardner on affect: a reply to Gardner.  Language Learning 32: 183-9.

O'Malley, J. M., A. U. Chamot, Manzanares Stewner, Kupper L G., and R. Russo.

        1985a.  Learning Strategies Used By Beginning and Intermediate ESL Students.

        Language Learning 35: 21-46.

O'Malley, J. M., A. U. Charnot, G. Stewner-Manzanares, R. P. Russo, and L. Kupper.

        1985b. Learning strategy applications with students of English as a second language.

     TESOL Quarterly, 19 (3): 557-84.

Oxford, R.  1990.  Language Learning Strategies: What Every Teacher Should Know.

        Heinle and Heinle.

Oxford, R. and J. M. Green.  1996.  Language learning histories: Learners and teachers

        helping each other understand learning styles and strategies.  TESOL Journal, 6, 1,

        22-24.

Pierson, Herbert D., Gail S. Fu, and Sik-yum Lee. 1980. "An Analysis of the Relationship Between

        Language Attitudes and English Attainment of Secondary Students in Hong Kong.¡¨

     Language Learning, 30, 2, 289-316.

Politzer, R and McGroarty, M.  1985.  An exploratory study of learning behaviors and

        their relationship to gains in linguistic and communicative competence.

     TESOL Quarterly 19: 103-23.

Rayner, K., and A. Pollatsek.  1989.  The psychology of reading.  Englewood

        Cliffs, N. J.: Prentice Hall.

Reid, J. "The Radical Outliner and the Radical Brainstormer: A Perspective on Composing

        Processes." TESOL Quarterly 18, no. 3 (1984): 529-533.

Reid, J.  1987.  The learning style preferences of ESL students. TESOL Quarterly, 21, 1, 87-111.

Reid, J.  1995.  Learing Styles in the ESL/EFL classroom.  Boston, MA: Heinle & Heinle Publishers.

Rubin J. 1981.  Study of cognitive processes in second language learning. Applied Linguistics,

        11: 117-31.

Schmidt, R. W.  1990.  "The role of consciousness in second language learning."

   Applied Linguistics, 11, 2, 129-58.

Schumann, J.  1975.  Affective factors and the problem of age in second language acquisition.

    Language Learning, 26, 135-143.

Sharwod Smith, M.  1981.  Consciousness-raising: and the second language learner.

     Applied Linguistics, 11: 159-68.

Steingerg, Danny.  1993. An Introduction to Psycholinguistics.  Longman.

Strong, M. 1984.  Integrative motivation: cause or result of successful second language acquisition?

     Language Learning 34 (3): 1-14

Swaffar, J. K.  1985.  Reading authenic texts in a foreign language: A cognitive model.

   Modern Language Journal, 69, 15-34.

Tarone, E.  1980.  Communication strategies, foreign talk and repair in interlanguage.

     Language Learning, 30: 417-31.

Tobin, Therese.  1998.  Teaching Teenagers: Motivation and Discipline.  Modern English

     Teacher, 7 (1): 51-52.

Wenden, A. 1986.  What do second-language learners know about their language learning?

        A second look at retrospective accounts.  Applied Linguistics, 7: 186-201.

Wenden, A. L. and J. Rubin. (eds.)  1987.  Learner Strategies.  Englewood Cliffs, NJ:

        Prentice Hall.

Wenden, A.  1991. Learner Strategies for Learner Autonomy.  London: Prentice Hall.

Wong-Fillmore, Lily. 1983. "The Language Learner as an Individual: Implications of Research on

        Individual Differences for the ESL Teacher." On TESOL '82, pp. 157-73. Washington,

        D.C.: TESOL.

Young, D.  1986.  The relationship between anxiety abd foreign language oral proficiency

        rating.  Foreign Language Annals, 19, 439-445.

Zampagna, J., R. J. Papila, and G. R. Silber.  1976.  Relationships Between Learning

        Styles and Learning Environments.  Modern Language Journal 60: 43-47.

  1983. Contrastive pragmatics and the foreign language learner's personality.

     Applied Linguistics 4:200-06.

  1988.  The beliefs about language learning of beginning university foreign language

        students.  Modern Language Journal, 72, 283-294.

  1989.  Tolerance of ambiguity and use of second language strategies. Foreign

     Language Annals, 22, 437-446.

  1990. Language Learning Strategies: What Every Teacher Should Know.  New

        York: Newbury House.

  1990.  An investigation of students' perspectives on anxiety and speaking. Foreign

     Language Annals, 23, 539-553.

  1993. Multiple Intelligences: The Theory in Practice.  New York: Basic Books.

  1994.  Motivation and motivating in the foreign language classroom.  Modern Language

     Journal, 78, 3, 273-284.

  1995. Learning Styles in the ESL/EFL classroom.  Boston: Heinle & Heinle.

  1998.  The Learning alliance: conscious and unconscious aspects of the second

        language teacher's role.  System, 26, 1, 93-106.
 
 
 

Learning/ Teaching

Abbott, G.  1987.  EFL As Education.  System 15 (1): 47-53.

Abraham, R.  1985.  Field independence-dependence and the teaching of grammar.

     TESOL Quarterly, 20: 689-707.

Altenberg, Evelyn, and Robert Vago. 1983. Theoretical implications of an error analysis of second

        language phonology. Language Learning, 33: 427-47.

Aron, H.  1986.  The influence of background knowledge on memory for reading

passages by native and non-native readers.  TESOL Quarterly, 20, 1, 136-140.
Bailey, N., C. Madden, and S. D. Krashen. "Is There a 'Natural Sequence' in Adult Second

        Language Learning?" Language Learning 24 (1974): 235-243.

Benson, P. and P. Voller (Eds.)  1997.  Autonomy and Independence in Language Learning.

        New York: Addison Wesley Longman.

Bialystock, E.  1978.  A theoretical model of second language learning.  Language Learning

        28, 1, 69-83.

Block, E. L.  1986.  The comprehension strategies of second language readers.

        TESOL Quarterly, 20, 3, 463-94.

Block, E. L.  1992.  See how they read: comprehension monitoring of L1 and L2 readers.

     TESOL Quarterly, 26, 2, 319-43.

Breen, M. P., and C. N. Candlin.  1980.  The essentials of a communicative curriculum in

        language teaching.  Applied Linguistics, 1, 2, 89-112.

Brown, H. D.  1994. Principles of Language Learning and Teaching.  3rd. ed.

Englewood Cliffs, N. J.: Prentice Hall Regents.
Brumfit, C. J.  1980.  Problems and Principles in English Teaching.  Oxford:
Pergamon.
Brusch, W.  1991.  The role of reading in FL acquisition.  ELTJ, 45, 2, 156-63.

Bruton, A., and V. Samuda.  1980.  Learner and teacher roles in the treatment of oral error

        in group work.  RELC Journal, 11, 49-63.

Burnaby, B. and Sun, Y.  1989.  Chinese Teachers' Views of Western Language

Teaching: Context Informs Paradigms. TESOL Quarterly 23 (2): 219-38.
Byrnes, H.  1984.  The role of listening comprehension: A theoretical base.  Foreign
Language Annals, 17, 317-348.
Campbell,  Colin and Hanna Kryszewska.  1992.  Learner-based Teaching.  Oxford: Oxford UP.

Campbell, K. P., and Z. Yong.  1993.  The Dilemma of English Language Instruction in

        People's Republic of China.  TESOL Journal 2 (4): 46.

Candlin, C. N. and M. Breen.  1980.  The essentials of a communicative curriculum in

        language teaching.  Applied Linguistics, 1, 2, 89-112.

Canterfold, B.  1991.  The "new" teacher: Participant and facilitator. Language Arts, 68,

        286-291.

Carrell, P. L.  1984.  The effects of rhetorical organization on ESL readers.

   TESOL Quarterly, 18, 441-469.

Carrell, P. L.  1991.  "Second language reading: reading ability or language proficiency?"

         Applied Linguistics.  12, 159-179.

Carroll, S. and Swain, M.  1993.  Explicit and negative feedback. An empirical study of the learning of

        linguistic generalizations, Studies in Second Language Acquisition, 15, 357-86.

Carter, R. A.  1987.  Is there a core vocabulary? Some implications for language teaching.

   Applied Linguistics, 8, 2, 178-92.

Cathcart, Ruth L., and Judy Olsen. 1976. Teachers' and students, preferences for correction of

        classroom conversation errors. In John Fanselow and Ruth Crymes (eds.), On TESOL 76,

        pp. 41-53. Washington, D.C. TESOL.

Chesterfield, R and Barrows Chesterfield, K. 1985. Natural order in children's Use of second

        language learning strategies. Applied Linguistics, 6: 45-59.

Clarke, D. F.  1989.  Materials adaptation: Why leave it all to the teachers? English

        Language Teaching Journal, 43, 2, 133-141.

Clarke, D. F.  1991.  "The negotiated syllabus: what is it and how is it likely to work?"

  Applied Linguistics.  12, 1, 13-28.

Coady, James and Huckin, T.  Second Language Vocabulary Acquisition.  Cambridge: Cambridge UP.

Cohen, A and Robbins, M. 1976. Toward assessing interlanguage performance: the relationship

        between selected errors, learners' characteristics, and learners' expectations. Language

     Learning 26: 45-66.

Cohen, A. D.  1990.  Language Learning: Insights For Learners, Teachers, and

        Researchers.  Newbury House P.

Cook, V. 1969. The analogy between first and second language learning. IRAL, 7: 207-216.

Cook, V. 1973.  The comparison of language development in native children and foreign adults.

     International Review of Applied Linguistics 11: 13-28.

Cook, V. J.  1983.  What Should Language Teaching Be About?  ELT Journal 37 (3):

        229-34.

Cook, V. 1985. Universal grammar and second language learning. Applied Linguistics 6 (1): 2-18.

Coppieters, R. 1987. Competence differences between native and fluent non--native speakers.

     Language, 63: 544-73.

Corder, S. 1967. The significance of learner's errors. International Review of Applied Linguistics

        5: 161-70.

Day, R. R.  1984.  Student participation in the ESL classroom or some imperfections in practice.

        Language Learning, 34:69-101.

Dickerson, L. 1975. The learner's interlanguage as a system of variable rules. TESOL Quarterly

        9: 401-7.

Dornyei, Z.  1995.  On the teachability  of communication strategies. TESOL Quarterly,

        29, 55-85.

Doughty, Catherine and Teresa Pica.  1986.  '"Information gap" tasks: do they facilitate

        second language acquisition?'  TESOL Quarterly, 20, 2.

Dubin, F. and Olshtain, E.  1986.  Course Design.  Cambridge: Cambridge UP.

Duskova, Libuse. 1969. On sources of errors in foreign language teaching.  IRAL: International

        Review of Applied Linguistics 7:11-36.

Dulay, H. and Burt, M. 1973. Should we teach children syntax? Language Learning 23: 245-57.

Dulay, H., and M. Burt. 1974a. "Natural Sequences in Child Second Language Acquisition."

     Language Learning 24: 37-53.

Dulay, H. C., and M. K. Burt. 1974b. Errors and strategies in child second language acquisition.

     TESOL Quarterly 8 (2): 129-138.

Durkin, D. (1975). The importance of goals for reading instruction. The Reading Teacher 28,

        380-83.

Ellis, R. 1984. Can syntax be taught? A study of the effects of formal instruction  on the acquisition

        of WH-questions in children. Applied Linguistics 5, (2): 138-55.

Ellis, R.  1985. Understanding Second Language Acquisition.  Oxford: Oxford UP.

Ellis, R. (ed.)  1987.  Second language acquisition in context. Prentice-Hall, Englewood Cliffs, N.J.

Ellis, R. 1992. Second Language Acquisition and Language Pedagogy. Clevedon: Multilingual Matters.

Ellis, R.  1994. The Study of Second Language Acquisition.  Oxford: Oxford UP: 484-94.

Enright, D. S. and McCloskey, M. L.  1985.  Yes, Talking! Organizing the classroom to

        promote second language acquisition.  TESOL Quarterly, 19, 431-453.

Ervin-Tripp, S.  1974.  Is second language learning like the first? TESOL Quarterly 8(2): 111-128.

Freeman, D. and J.C. Richards.  1993.  Conceptions of Teaching and the Education of

        Second Language Teachers'. TESOL Journal 25 (2): 193-216.

Fuller, J. and Gundel, J. 1987 Topic-prominence in interlanguage. Language Learning, 37: 1-18.

Gales, S. J.  1983.  The investigation of language classroom processes.

     TESOL Quarterly, 17:205-17.

George, H. V.  1972.  Common errors in learning English.  Rowley, MA: Newbury House.

Goldstein, L. M.  1987.  Standard English: the only target for non-native speakers of English?

     TESOL Quarterly, 21, 3, 417-36.

Granger, S.  1994.  The learner corpus: a revolution in applied linguistics. English Today, 39, 25-9.

Gremmo, M. J. and P. Riley.  1995.  Autonomy, self-direction and self-access in

        language teaching and learning: The history of an idea.  System, 23, 2, 151-164.

H. G. Widdowson.  1996.  Comment: authenticity and autonomy in ELT. ELT Journal, 50, 1, 67-69.

Harvey, P.  1985.  A Lesson to Be Learned: Chinese Approaches to Language Learning.

       ELT Journal, 39, 183-86.

Hayashi, K.  1995.  Form-focused instruction and second language proficiency, RELC Journal,

        26, 1, 95-115.

Henrickson, J. M. 1978. Error correction in foreign language teaching: recent theories, research

        and practice.  Modern Language Journal 62: 387-398.

Higgs, T. V.  1985.  The input hypothesis: An inside look.  Foreign Language Annals,

        17, 197-203.

Hocking, B. D. W. 1973. Types of interference. In Focus on the Learner, ed. by John Oller and

        Jack Richards. Rowley, Mass.: Newbury House.

Holec, H.  1987.  The learner as manager: Managing learning or managing to learn?

        In A. Wenden &J. Rubin (eds.), Learner Strategies in Language Learning, 145-57.

        Cambridge: Prentice Hall International.

Holmes, J., and Dorothy F. Brown. 1976. "Developing Sociolinguistic Competence in a Second

        Language." TESOL Quarterly 10 (4): 423-31.

Horowitz, D. (1986) "Process, Not Product: Less Than Meets the Eye." TESOL Quarterly

        20, 1: 141-144.

Hulstijn, L. H.  1993.  When do foreign-language readers look up the meaning of

        umfamiliar words? The influence of task and learner variables.

      Modern Language Journal, 77, 2, 139-147.

Hunt, K. W.  1970.  Do sentences in the second language grow like those in the first?

   TESOL Journal, 4, 3, 195-202.

Ioup, G. 1984. Testing the relationship of formal instruction to the Input Hypothesis.

     TESOL Quarterly 18: 345-50.

Jacobson, R. 1976. Incorporating sociolinguistic norms into an ESL program.

     TESOL Quarterly 10, 4: 411-422.

Jakobovits, L. A.  1969.   Second language learning and transfer theory. Language Learning

        19: 55-86.

Jeanne, S. S., Sharon, V. and Linda, S.  1992.  What teachers do when the textbook is tough:

        Students speak out.  Journal of Reading Behavior, 24, 4, 481-503.

Johnson, Karen E..  1998.  Understanding  Language Teaching: Reasoning in Action.

        Boston: Heinle & Heinle.

Kay, Heather and Tony Dudley-Evans.  1998.  Genre: What Teachers Think. ELT

        Journal, 52 (4): 308-14.

Keller-Cohen, Deborah. 1979. Systernaticiry and variation in the non-native

        child's acquisition of conversational skills. Language Learning 29:27-44.

Kleinmann, Howard. 1977. Avoidance behavior in adult second language acquisition.

     Language Learning 27:93-107.

Krashen, S and Seliger, H 1975 The essential contributions of formal instruction in

        adult second language learning. TESOL Quarterly 9: 173-83

Krashen, S. D., N. Houck, P. Giunchi, S. Bode, R. Birnbaum, and G. Strei.  1977.

        Difficulty order for grammatical morphemes for adult second language performers

        using free speech.  TESOL Quarterly, 11, 3, 338-41.

Krashen, S. D., and R. Scarcella. 1978. On routines and patterns in language acquisition and

        performance. Language Learning 28(2): 283-299.

Krashen, S. D.  1981.  Second language acquisition and second language learning.

        Oxford: Pergamon Press Ltd.

Krashen, S. D.  1982.  Principles and Practice in Second language acquisition.  Oxford: pergamon.

Krasten, Stephen D., Scarcella, Robin C., and Long, Michael H.  1982. Child-Adult Differences in

        Second Language Acquisition. Rowley, Mass.: Newburv House.

Krashen, S. D.  1985.  The input hypothesis: Issues and implications.  New York:

        Longman.

Krashen, S. D.  1989.  We acquire vocabulary and spelling by reading: Additional

        evidence for the Input Hypothesis.  Modern Language Journal, 73, 440-464.

Krasnick, Harry. 1984. "From Communicative Competence to Cultural Competence."

     On TESOL '83, pp. 209-21. Washington, D.C.: TESOL.

Kumaravadivelu, B.  1992.  Macrostrategies for the second/foreign language teacher.

      Modern Language Journal, 76, 41-49.

Larsen-Freeman, D.  1975.  The acquisition of grammatical morphemes by adult ESL students.

     TESOL Quarterly 9: 409-30.

Larsen-Freeman, Diane. 1978.  An ESL index of development.  TESOL Quarterly 12:439-48.

Larsen-Freeman, Diane. 2000. Techniques and principles in Language Teaching.

        Oxford: Oxford UP.

Laufer, B. and Eliasson, S.  1993.  What causes avoidance in L2 learning: L1-L2 difference,

        L1-L2 similarity, or L2 complexity?  Studies in Second Language Acquisition, 15, 35-48.

Lazear, David. 1997. Seven Ways of Teaching: The Artistry of Teaching with Multiple

        Intelligences. (rev. edn.) Arlington Heights, IL: Skylight Publishing.

Lightbown, Patsy M. and Nina Spada.  1993.  How Languages are Larened.  Oxford:

        Oxford UP.

Long, M.  1983a.  Native speaker/non-native speaker conversation and the negotiation of

        comprehensible input. Applied Linguistics, 4 (2): 126-41.

Long, M. H.  1983b.  Does second language instruction make a difference?

     TESOL Quarterly, 17 (3): 359-82.

Long, M. H., and Porter, P.  1985.  Group work, interlanguage talk, and second language

        acquisition.  TESOL Quarterly, 19, 207-227.

Ludwig, J.  1982.  Native speaker judgements of second language learners' efforts at

        communication: a review.  Modern Language Journal, 66, 274-83.

Luppescu, S. and Day, R. R.  1993.  Reading, dictionaries, and vocabulary learning.

      Language Learning, 43, 2, 263-287.

Maclennan, S.  1987.  "Integrating lesson planning and class management."  ELT

        Journal.  41, 3, 193-7.

Maley, A.  1986.  A rose is a rose or is it?: Can communicative competence be taught?

        In C. J. Brumfit (Gen. Ed.), The practice of communicative teaching. Oxford:

        Pergamon Institute of English.

Makino, Taka-Yoshi.  1993.  Learner self-correction in EFL written compositions.

   ELT Journal, 47, 4, 337-341.

Marshall. H. H., & Weinstein, R. S. (1986). Classroom context of student-perceived

        differential teacher  treatment. Journal of Educational Psychology, 78, 441-453.

McDonough, S.  1991.  "Survey review: approaches to research in second language

        teaching and learning."  ELT Journal, 45, 3, 260-6.

McGroaty, M.  1984.  Some meanings of Communicative competence for second

        language students.  TESOL Quarterly, 18, 257-272.

McLeod, B., and McLaughlin, B.  1986.  Restructuring or automaticity?  Reading in a

        second language.  Language Learning, 36, 109-123.

McMahon, A. M. S.  1996.  Understaning Language Change.  Cambridge: Cambridge UP.

Nolasco, Rob and Lois Arthur.  1988.  Large Classes.  Hemel Hempstead: Prentice Hall International.

Norish, J.  1983.  Language Learners and Their Errors.  Bookman Books, LTD.

Nunan, D.  1988.  Syllabus Design.  Oxford: Oxford UP.

Nunan, D.  1992.  Collaborative Language Learning and Teaching.  Cambridge: CUP.

Odlin, Terence. 1986. On the nature and use of explicit knowledge. IRAL International Review

        of Applied Linguistics 24:123-44.

Oller, J. W., Jr.  1988.  Review of The input hypothesis: Issues and implications,

        Language, 64, 171-173.

O'Malley, Michael and Anna Uhl Chamot. 1990. Learning Strategies in Second Language

        Acquisition. Cambridge: Cambridge University Press.

Oxford, Rebecca. 1989. Language Learning Strategies: What Every Teacher Should Know.

        Boston, MA: Heinle & Heinle.

Oxford, R. L.  1989.  Use of language learning strategies: a synthesis of studies with

        implications for strategy training.  System, 17, 235-247.

Parker, Sue.  1990.  A question of planning.  Practical English Teaching, Sep., 25.

Paulston, C. B.  1974.  Linguistic and communicative competence. TESOL Quarterly,

        8, 2, 347-362.

Pennycook, Alastair. 1989. 'The concept of method, interested knowledge, and the

        politics of language teaching.' TESOL Quarterly 23/4: 591-615.

Peregoy, S. F. and O. F. Boyle.  1997.  Reading, writing, and learning in ESL.  New

        York: Longman Publishers.

Pica, Teresa. 1984. L1 transfer and L2 complexity as factors in syllabus design.

     TESOL Quarterly 18: 689-704.

Pica, T, Doughty, C, and Young, R.  1986.  Making input comprehensible: do interactional

        modifications help? I. T. L. Review of Applied Linguistics, 72: 1-25.

Pica, T., Young, R. and Doughty, D.  1987.  The impact of interaction on

        comprehension.  TESOL Quarterly, 21, 737-758.

Politzer, R. L. 1967. Towards psycholinguistic models of language instruction.   TESOL

     Quarterly 2: 3.

Politzer, Robert L.  1970.  Some reflections on "good" and "bad" language teaching

        behaviors.  Language Learning, 20, 1, 31-43.

Prabhu, N. S.  1987.  Second Language Pedagogy.  Oxford: Oxford UP.

Prabhu, N. S.  1990.  There is no best method--Why?  TESOL Quarterly, 24, 2, 161-176.

Prabhu, N. S. 1992. 'The dynamics of the language lesson.' TESOL Quarterly 26/2: 225-41.

Raimes, A.  1983.  Tradition and revolution in ESL teaching. TESOL Quarterly 17: 535-52

Raimes, A. "What Unskilled Writers Do as They Write: A Classroom Study of Composing."

     TESOL Quarterly 19, no. 2 (1985): 229-258.

Raimes, A. "Language Proficiency, Writing Ability, and Composing Strategies: A study of ESL

        College Student Writers." Language Learning 37, no. 3 (1987): 439-468.

Reid, J. "Comments on Vivian Zamel's 'The Composing Processes of Advanced ESL Students:

        Six Case Studies."' TESOL Quarterly 18, no. 1 (1984): 149--153.

Richards, Jack C., ed. 1974.  Error Analysis: Perspectives on Second Language Acquisition.

        London: Longman.

Richards, J. C.  1975. Simplification: a strategy in the adult acquisition of a foreign language.

        Language Learning 25(l): 115-126.

Richards, J. C.  1984.  The secret life of methods.  TESOL Quarterly, 18, 1, 7-23.

Richards, J. C. and Lockhart, C.  1994.  Reflective teaching in second language classrooms.

        Cambridge: Cambridge UP.

Richards, J. C. and Rodgers, T. 1986.  Approaches and Methods in Language

        Teaching: A Description and Analysis.  Cambridge: Cambridge UP.

Rivers, W. M.  1983.  Communicating natually in a second language: Theory and practice in language

        teaching.  New York: Cambridge: Cambridge UP.

Rivers, W. M.  1986.  Comprehension and production in interactive language teaching.

        Modern Language Journal, 70, 1-7.

Rivers, Wilga M., and Temperley, Mary S.  1978.  A Practical Guide to the Teaching of

        English: As a Second or Foreign Language.  New York: Oxford University Press.

Rubin, J.  1975.  What the good language learner can teach us. TESOL Quarterly, 9, 41-51.

Sampson, G. P.  1984.  Exploring language teaching methods from Canada to China.

   TESL Canada Journal, 1, 1, 19-32.

Saragi, T., Nation, I. S. P. and Meister, G. F.  1987.  Vocabulary learning and reading.

      System, 6, 2: 72-78.

Scarcella, R. C., and Oxford, R. L.  1992.  The Tapestry of Language Learning.

        Boston: Heinle & Heinle.

Schachter, Jacquelyn. 1974, An error in error analysis. Language Learning 24:205-14.

Schachter, J, Tyson, A and Diffley, F 1976.  Learner intuitions of grammaticality. Language

     Learning 26: 67-76

Schachter, Jacquelyn, and Marianne Celce-Murcia. 1977. Some reservations concerning error

        analysis. TESOL Quarterly 11:441-51.

Seliger, H. 1977.  Does practice make perfect?: a study of interaction patterns and L2 competence.

     Language Learning 27 (2): 263-78.

Seliger, H.  1979.  On the nature and function of language rules in language teaching.

     TESOL Quarterly, 13: 359-70.

Selinker, L.  1972.  "Interlanguage." IRAL.  10, 219-31.

Selinker, L., M. Swain, and G. Dumas. "The Interlanguage Hypotheses Extended to Children."

     Language Learning 25 (1975): 139-155.

Smalzer, W. R.  1996.  Write to be Read: Reading, Reflection, and Writing.

        Cambridge: Cambridge UP.

Smith, Frank, ed. 1973. Psycholinguistics and Reading.  New York: Holt, Rinehart & Winston.

Smith, F.  1978.  Reading without nonsense.  Cambridge: Cambridge UP.

Smith, F.  1982.  Understanding reading.  Hillsdale, NJ: Lawrence Erlbaum.

Smith, F.  1985.  new ed  Reading.  Cambridge: CUP.

Snow, M. A., Met, M., and Genesee, F.  1989.  A conceptual framework for the

        integration of language and content in second/foreign language instruction. TESOL

        Quarterly, 23, 201-217.

Spada, N. 1987. Relationships between instructional differences and learning outcomes:

        a process-product study of communicative language teaching.  Applied Linguistics, 8: 137-61.

Stevick, Earl W.  1989.  Success With Foreign Languages.  New York: Prentice Hall International.

Stevick, Earl W.  1998.  Working With Teaching Methods: What's at Stake?  Boston:

        Heinle & Heinle.

Stern, H. H.  1983.  Fundamental Concepts of Language Teaching.  Oxford: Oxford

        UP.

Stern, H. H.  1992.  Issues and options in language teaching. Oxford: Oxford UP.

Su-Ying, Y.  1987.  What Is Expected of English Instructors in China.  TESOL

        Newsletter (June): 29.

Swan, M. and Smith, B.  1987.  Learner English.  Cambridge: Cambridge UP.

Tarone, E. 1983. On the variability of interlanguage systems. Applied Linguistics 4(2): 142-163.

Tucker, G. R.  1994.  TESOL and NAFTA: Challenges for the 21st Century. TESOL

        Matters, February/March 1: 4-5.

Tudor, Ian.  1996. Learner-centeredness As Language Education.  Cambridge:

Cambridge UP.
Van Els, Theo, and Kees De Bot. 1987. The role of intonation in foreign accent.  Modern Language

     Journal, 71: 147-55.

Valette, R. 1964.  Some reflections on second language learning in young children.

     Language Learning, 14: 91-98.

Van Patten, B. 1988.  How juries get hung: problems with the evidence for a focus on

        form in teaching.  Language Learning, 38: 243-60.

Yalden, J.  1987. Principles of course Design for Language Teaching. Cambridge: Cambridge UP.

Wagner-Gough, J., and E. Hatch. 1975. The importance of input data in second language

        acquisition studies. Language Learning 25(2): 297-308.

Wenden, A. L.  1985.  Learner Strategies.  TESOL Newsletter, 19, 1-17.

White, L.  1987.  Against comprehensible input: the Input Hypothesis and the development

        of L2 competence. Applied Linguistics, 8: 95-110.

Widdowson, H. G.  1987.  "The roles of teacher and learner."  ELT Journal.  41, 2, 83-

        88.

Widdowson, H. G.  1989.  "Knowledge of language and ability for use." Applied

        Linguistics.  10, 2, 128-37.

Widdowson, H. G.  1990.  Aspects of language teaching.  Oxford: Oxford UP.

Wills, Jane, and Dave Wills.  Eds.  1996.  Challenge and Change in Language

        Teaching.  Boston: Heinemann.
¡@

Wolfe, D. K. 1967. Some theoretical aspects of language learning and language teaching.

     Language Learning 17:(3) and 17:4.

Wright, T.  1987. The Role of Teachers and Learners.  Oxford: Oxford UP.

ed. 1978. Understanding Second and Foreign Language Learning: Issues and Approaches.

        Rowley, Mass.: Newbury House.

  1974. Linguistic and communicative competence. TESOL Quarterly 8(4): 347-362.

  1981.  The phonological basis of foreign accent: a hypothesis. TESOL Quarterly 15:443-45.

  1983. Simplification of input; topic restatements and their effects on L2 learners' recognition

        and recall. TESOL Quarterly 17(3): 437-458.

  1994. Principles of Language Learning and Teaching, (3rd ed.)  Englewood Cliffs,

        NJ: Prentice Hall Regents.

  1996. Understanding Second Language Learning Difficulties: Looking Beneath the

        Surface.  Thousand Oaks, CA: Sage.

  1998.  Towards more humanistic language teaching.  ELT Journal, 52, 3, 235-242.
 
 

Others

Allwright, R. L.  1981.  "What do we want the teaching materials for?"  ELT Journal.

        36, 1, 5-18.

Alptekin, C.  1987.  The Mother-tongue in the Classroom: A neglected Resource?. ELT

     Journal 41 (4).

Asher, J. J., and Garcia, R. 1969.  The optimal age to learn a foreign language. Modern

     Language Journal, 53, 334-341.

Bialystock, E. and M. Frolich.  1978.  Variables of Classroom Achievement in Second

        language Learning. Modern Language Journal 63: 327-36.

Brown, G.  1989.  Making Sense: the interaction of linguistic expression and contsxtual

        information.  AL, 10, 1, 97-108.

Corder, S. P.  1981.  Error analysis and interlanguage.  Oxford: Oxford University Press.

Cullen, Richard.  1998.  Teacher Talk and the Classroom Context. ELT Journal 52 (3):

        179-87.

Cunningworth, A.  1995.  Choosing Your Coursebook.  Oxford: Heinemann.

Ehrman, M. and Oxford, R.  1989.  Effects of sex differences, career choices, and

         psychological type on adult language learning strategies.  Modern Language Journal, 73, 1-12.

Fathman, A 1976 Variables affecting the successful learning of English as a

       second language. TESOL Quarterly 10 (4): 433-41.

Flege, J. 1987. A critical period for learning to pronounce foreign languages? Applied Linguistic,

        8 (2): 162-77.

Jonz, J.  1989.  Textual sequence and second language comprehension. Language

     Learning, 39, 1: 207-49.

Krashen, S. 1976. Formal and informal linguistic environments in language acquisition and language

        learning. TESOL Quarterly 10: 157-68.

Krashen, Stephen, Michael Long, and Robin Scarcella. 1979. Age, rate and eventual attainment in

        second language acquisition. TESOL Quarterly 13:573-82.

Krashen, S. 1989.  We acquire vocabulary and spelling by reading: additional

        evidence for the Input Hypothesis.  Modern Language Journal, 73/4: 440-64.

Landry, R. G.  1973.  The enhancement of figural creativity through second language

        learning at the elementary school level.  Foreign Language Annals, 7, 1, 111-115.

Little, G. D., and Sanders, S. L.  1989.  Classroom community: A prerequisite for

        communication.  Foreign Language Annals, 22, 3, 277-281.

Moran, C. and Williams, E.  1993.  Survey rewiew: recent materials for the teaching of

        reading at intermediatelevel and above.  ELTJ, 47, 1, 64-84.

Nolasco/Arthur. 1988. Large Classes.  Bookman Books, LTD.

O'Neill, R.  1982.  "Why use textbooks?"  ELT Journal.  36, 2, 104-11.

Prabhu, N. S.  1992.  "The dynamics of the language lesson."  TESOL Quarterly.  26, 2,

        225-41.

Reinert, H.  1976.  One Picture Is Worth A Thousand Words? Not Necessarily. Modern

        Language Journal 60: 160-68.

Rivas, Rosa Maria Mera.  1999.  Reading in Recent ELT Coursebooks. ELT Journal 53

        (1): 12-21.

Rogers, C. V., and Medley, F. W., Jr.  1988.  Language with a purpose: Using authentic

        materials in the foreign language classroom.  Foreign Language Annals, 21, 467-

        476.

Yamada, J, Takatsuka, S, Kotabe, N and Kurusu, J.  1980.  On the optimum age for teaching foreign

        vocabulary to children. International Review of Applied Linguistics, 28 (3): 245-7.

Willis, D.  1990. The Lexical Syllabus.  London: Collins.
 
 

[TESOL Homepage] [Course Description]

 [Methodology] [Primary/Secondary Course Materials]

[Teacher Resource Materials] [Teacher Training Materials]

[On-line Journal] [Discussion] [Relevant Links]

¡@

Send comments or

 suggestions to Ms. Yi: