Bibliography for Language Learning And Applications To The Classroom EDUC5848, LLA Collated Reading List BETA

Ahmadian, M. J., Mansouri, S. A., & Ghominejad, S. (2017). Language learners’ and teachers’ perceptions of task repetition. ELT Journal, 71(4), 467–477. https://doi.org/10.1093/elt/ccx011

Akkakoson, S. (2013). The relationship between strategic reading instruction, student learning of L2-based reading strategies and L2 reading achievement. Journal of Research in Reading, n/a-n/a. https://doi.org/10.1111/jrir.12004

Alderson, J. C. (2000). Assessing reading. Cambridge University Press.

All in the Mind. (n.d.). http://ihjournal.com/wp-content/uploads/journal/Issue_19.pdf

Allwright, Dick. (1988). Observation in the language classroom: Vol. Applied linguistics and language study. Longman.

Allwright, Dick & Bailey, Kathleen M. (1991). Focus on the language classroom: an introduction to classroom research for language teachers: Vol. New directions in language teaching. Cambridge University Press.

ALLWRIGHT, R. L. (1984). The Importance of Interaction in Classroom Language Learning*. Applied Linguistics, 5(2), 156–171. https://doi.org/10.1093/applin/5.2.156

Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57

American Association for Applied Linguistics, British Association for Applied Linguistics, International Association of Applied Linguistics, & Oxford University Press. (n.d.). Applied linguistics [Electronic resource]. https://eleanor.lib.gla.ac.uk/record=b2196039

Applied Linguistics  — Special Issue: Complexity, Accuracy and Fluency (CAF) in Second Language Acquisition Research. (n.d.). 30(4). https://doi.org/10.1093/applin/amp048

AVERIL COXHEAD. (2011). The Academic Word List 10 Years On: Research and Teaching Implications. TESOL Quarterly, 45(2), 355–362. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/41307636

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153

Balfour, S. P. (2013). Assessing Writing in MOOCs: Automated  Essay Scoring and Calibrated Peer Review^TM. Research and Practice in Assessment, 8. https://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF4.pdf

Basturkmen, H. (2001). Descriptions of spoken language for higher level learners: the example of questioning. ELT Journal, 55(1), 4–13. https://doi.org/10.1093/elt/55.1.4

Batstone, Rob. (1994). Grammar: Vol. Language teaching : a scheme for teacher education. Oxford University Press.

Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal, 57(3), 278–287. https://doi.org/10.1093/elt/57.3.278

Benson, P. (2011). Teaching and researching autonomy (2nd ed). Longman/Pearson.

Biber, D., Leech, G. N., & Conrad, S. (2002). Longman student grammar of spoken and written English. Longman.

Bitchener, J., & Knoch, U. (2010). The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics, 31(2), 193–214. https://doi.org/10.1093/applin/amp016

Borg, S., & Burns, A. (2008a). Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics, 29(3), 456–482. https://doi.org/10.1093/applin/amn020

Borg, S., & Burns, A. (2008b). Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics, 29(3), 456–482. https://doi.org/10.1093/applin/amn020

Boughey, C. (1997). Learning to write by writing to learn: a group-work approach. ELT Journal, 51(2), 126–134. https://doi.org/10.1093/elt/51.2.126

Breen, Michael P. & Littlejohn, Andrew. (2005). Classroom decision-making: negotiation and process syllabuses in practice: Vol. Cambridge language teaching library. Cambridge University Press.

Brown, Gillian & Yule, George. (1983). Teaching the spoken language: an approach based on the analysis of conversational English: Vol. Cambridge language teaching library. Cambridge University Press.

Brown, H. D. (2014a). Principles of language learning and teaching: a course in second language acquisition (Sixth edition). Pearson Education.

Brown, H. D. (2014b). Principles of language learning and teaching: a course in second language acquisition: Vol. Always learning (Sixth edition). Pearson Education.

Brown, H. Douglas. (2007). Principles of language learning and teaching (5th ed). Pearson Longman.

Brown, K. (2006). Encyclopedia of language & linguistics (2nd ed). Elsevier. https://contentstore.cla.co.uk//secure/link?id=3e8a9f10-c940-e911-80cd-005056af4099

Burgess, J., & Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30(4), 433–458. https://doi.org/10.1016/S0346-251X(02)00048-9

Burns, Anne & Richards, Jack C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge University Press.

Bygate, Martin. (1987). Speaking: Vol. Language teaching : a scheme for teacher education. Oxford University Press.

Bygate, Martin, Skehan, Peter, & Swain, Merrill. (2001a). Researching pedagogic tasks: second language learning, teaching and testing: Vol. Applied linguistics and language study. Longman.

Bygate, Martin, Skehan, Peter, & Swain, Merrill. (2001b). Researching pedagogic tasks: second language learning, teaching and testing: Vol. Applied linguistics and language study. Longman.

Byram, Michael. (1997). Teaching and assessing intercultural communicative competence: Vol. Multilingual matters. Multilingual Matters.

Byram, Michael. (2013). Routledge encyclopedia of language teaching and learning. Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1244603

Carrió-Pastor, María Luisa. (2009). Content and language integrated learning: cultural diversity: Vol. Linguistic insights : studies in language and communication. Peter Lang.

Carter, Ronald & McCarthy, Michael. (1988). Vocabulary and language teaching: Vol. Applied linguistics and language study. Longman.

Chaudron, Craig. (1988). Second language classrooms: research on teaching and learning: Vol. Cambridge applied linguistics series. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://hdl.handle.net/2027/heb.31753

CILT, the National Centre for Languages, British Council, & Cambridge University Press. (n.d.). Language teaching [Electronic resource].

CLIL: A lesson framework | TeachingEnglish | British Council | BBC. (n.d.). https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

Cohen, A. D., & Macaro, E. (2007). Language learner strategies: thirty years of research and practice: Vol. Oxford applied linguistics. Oxford University Press.

Cohen, Andrew D. & Macaro, Ernesto. (2007). Language learner strategies: thirty years of research and practice: Vol. Oxford applied linguistics. Oxford University Press.

Collinge, N. E. (1990). An Encyclopaedia of language. Routledge.

Common European Framework. (n.d.-a). http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Common European Framework. (n.d.-b). http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Content and Language Integrated Learning (CLIL). (n.d.). https://curriculumonline.ie/getmedia/bc76d064-68ec-4aa6-ab63-5a2cf1205a25/OLRW_CLIL_1.pdf?ext=.pdf

Cook, V. J. (2001). Second language learning and language teaching (3rd ed). Arnold.

Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2). https://doi.org/10.2307/3587951

Cullen, R. (2007). Teaching grammar as a liberating force. ELT Journal, 62(3), 221–230. https://doi.org/10.1093/elt/ccm042

DeKeyser, R. M. (2005). What Makes Learning Second-Language Grammar Difficult? A Review of Issues. Language Learning, 55(S1), 1–25. https://doi.org/10.1111/j.0023-8333.2005.00294.x

Dörnyei, Zöltan. (2001). Motivational strategies in the language classroom: Vol. Cambridge language teaching library. Cambridge University Press.

Dörnyei, Zoltán. (2009a). The psychology of second language acquisition: Vol. Oxford applied linguistics. Oxford University Press.

Dörnyei, Zoltán. (2009b). The psychology of second language acquisition: Vol. Oxford applied linguistics. Oxford University Press.

Doughty, Catherine & Long, Michael H. (2003). The handbook of second language acquisition: Vol. Blackwell handbooks in linguistics. Blackwell Pub.

Dyer, B. (1996). L1 and L2 composition theories: Hillocks’ ‘environmental mode’ and task-based language teaching. ELT Journal, 50(4), 312–317. https://doi.org/10.1093/elt/50.4.312

East, M. (2017). Research into practice: The task-based approach to instructed second language acquisition. Language Teaching, 50(03), 412–424. https://doi.org/10.1017/S026144481700009X

Eggins, Suzanne & Slade, Diana. (1997). Analysing casual conversation. Cassell.

Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313–330. https://doi.org/10.1016/S0346-251X(03)00045-9

Ehrman, M., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 393–415. https://doi.org/10.1016/S0346-251X(03)00050-2

Eli Hinkel. (2006). Current Perspectives on Teaching the Four Skills. TESOL Quarterly, 40(1), 109–131. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/40264513

Ellis, R. (2001). Introduction: Investigating Form-Focused Instruction. Language Learning, 51, 1–46. https://doi.org/10.1111/j.1467-1770.2001.tb00013.x

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224. https://doi.org/10.1016/j.system.2004.12.006

Ellis, R. (2008a). The study of second language acquisition (2nd ed). Oxford University Press.

Ellis, R. (2008b). The study of second language acquisition (2nd ed). Oxford University Press.

Ellis, R. (2008c). The study of second language acquisition: Vol. Oxford applied linguistics (2nd ed). Oxford University Press. https://contentstore.cla.co.uk//secure/link?id=3f8a9f10-c940-e911-80cd-005056af4099

Ellis, R. (2008d). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023

Ellis, R. (2008e). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023

Ellis, R. (2009a). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Ellis, R. (2009b). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(04), 507–526. https://doi.org/10.1017/S0261444817000179

Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30(4), 419–432. https://doi.org/10.1016/S0346-251X(02)00047-7

Ellis, R., Loewen, S., & Erlam, R. (2006). IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2  GRAMMAR. Studies in Second Language Acquisition, 28(02). https://doi.org/10.1017/S0272263106060141

Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008a). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/10.1016/j.system.2008.02.001

Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008b). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/10.1016/j.system.2008.02.001

Ellis, Rod. (1985). Understanding second language acquisition. Oxford University Press.

Ellis, Rod. (2003a). Task-based language learning and teaching: Vol. Oxford applied linguistics. Oxford University Press.

Ellis, Rod. (2003b). Task-based language learning and teaching: Vol. Oxford applied linguistics. Oxford University Press.

Ellis, Rod. (2012). Language teaching research and language pedagogy. John Wiley & Sons Inc.

Ercan, G., & Cicekli, I. (2007). Using lexical chains for keyword extraction. Information Processing & Management, 43(6), 1705–1714. https://doi.org/10.1016/j.ipm.2007.01.015

Exams and qualifications | Cambridge English. (n.d.-a). http://www.cambridgeenglish.org/exams-and-qualifications/

Exams and qualifications | Cambridge English. (n.d.-b). http://www.cambridgeenglish.org/exams-and-qualifications/

Field, J. (2010). Listening in the language classroom: Vol. Cambridge language teaching library. Cambridge University Press.

Flowerdew, John & Miller, Lindsay. (2005). Second Language Listening: Theory and Practice [Electronic resource]. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511667244

Forty years of language teaching. (2007). Language Teaching, 40(01). https://doi.org/10.1017/S0261444806003934

Foster, P. (2005). Negotiation for Meaning and Peer Assistance in Second Language Classrooms. Applied Linguistics, 26(3), 402–430. https://doi.org/10.1093/applin/ami014

Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215–247. https://doi.org/10.1177/136216889900300303

Fotos, S. S. (1993). Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction. Applied Linguistics, 14(4), 385–407. https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/applij/article/14/4/385/266448

Fotovatian, S., & Shokrpour, N. (2007). Comparison of the Efficiency of Reading Comprehension Strategies on Iranian University Students’ Comprehension. Journal of College Reading and Learning, 37(2), 47–63. https://doi.org/10.1080/10790195.2007.10850197

Gardner, D., & Davies, M. (2014). A New Academic Vocabulary List. Applied Linguistics, 35(3), 305–327. https://doi.org/10.1093/applin/amt015

Garrett, P., & Cots, J. M. (Eds.). (2018). The Routledge handbook of language awareness. Routledge. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9781315676494

Gerngross, Günter. (2007). Teaching grammar creatively. Cambridge University Press.

Gibson, S. (2008). Reading aloud: a useful learning tool? ELT Journal, 62(1), 29–36. https://doi.org/10.1093/elt/ccm075

Goh, C. (2008). Metacognitive Instruction for Second Language Listening Development. RELC Journal, 39(2), 188–213. https://doi.org/10.1177/0033688208092184

Grabe, William, Stoller, Fredricka L., & Dawson Books. (2011). Teaching and researching reading: Vol. Applied linguistics in action (2nd ed) [Electronic resource]. Longman. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408205136

Griffiths, C. (2008a). Lessons from good language learners: Vol. Cambridge language teaching library. Cambridge University Press.

Griffiths, C. (2008b). Lessons from good language learners: Vol. Cambridge language teaching library. Cambridge University Press.

Griffiths, C. (2008c). Lessons from good language learners: Vol. Cambridge language teaching library. Cambridge University Press.

Griffiths, C. (2008d). Lessons from good language learners: Vol. Cambridge language teaching library. Cambridge University Press.

Hall, G. (2016a). The Routledge handbook of English language teaching. Routledge Handbooks Online. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315676203

Hall, G. (2016b). The Routledge handbook of English language teaching. Routledge Handbooks Online. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315676203

Hall, G. & Dawson Books. (2016a). The Routledge handbook of English language teaching: Vol. Routledge Handbooks in Applied Linguistics. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203

Hall, G. & Dawson Books. (2016b). The Routledge handbook of English language teaching: Vol. Routledge Handbooks in Applied Linguistics. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203

Hall, G. & Dawson Books. (2016c). The Routledge handbook of English language teaching: Vol. Routledge Handbooks in Applied Linguistics. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203

Hansen, J. G. (2005). Guiding principles for effective peer response. ELT Journal, 59(1), 31–38. https://doi.org/10.1093/elt/cci004

Harmer, Jeremy. (2004). How to teach writing: Vol. How to--. Longman.

Harsch, C. (2016). Key concepts in ELT: Proficiency. ELT Journal. https://doi.org/10.1093/elt/ccw067

Hedge, Tricia. (2000). Teaching and learning in the language classroom: Vol. Oxford handbooks for language teachers. Oxford University Press.

Hedge, Tricia. (2005). Writing: Vol. Resource books for teachers (2nd ed). Oxford University Press.

Herschensohn, Julia & Young-Scholten, Martha. (2013). The Cambridge Handbook of Second Language Acquisition: Vol. Cambridge Handbooks in Language and Linguistics [Electronic resource]. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139051729

Hinkel, E. (2005). Handbook of research in second language teaching and learning. Routledge.

Hinkel, E. (2006). Current Perspectives on Teaching the Four Skills. TESOL Quarterly, 40(1). https://doi.org/10.2307/40264513

Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning: Volume II. Routledge Handbooks Online. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9780203836507

Ho, Y. -k. (2003). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal, 57(3), 269–277. https://doi.org/10.1093/elt/57.3.269

Housen, A., & Kuiken, F. (2009). Complexity, Accuracy, and Fluency in Second Language Acquisition. Applied Linguistics, 30(4), 461–473. https://doi.org/10.1093/applin/amp048

Hughes, R., & Szczepek Reed, B. (2017). Teaching and researching speaking: Vol. Applied Linguistics in Action (Third edition). Routledge.

Hulstijn, J. H., & Marchena, E. (1989). Avoidance. Studies in Second Language Acquisition, 11(03). https://doi.org/10.1017/S0272263100008123

Hunston, Susan. (2002). Corpora in applied linguistics: Vol. The Cambridge applied linguistics series. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773

Hyland, K. (2016). Teaching and researching writing: Vol. Applied Linguistics in Action (Third Edition). Routledge. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4177806

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(02). https://doi.org/10.1017/S0261444806003399

Hyland, Ken & Hyland, Fiona. (2006). Feedback in Second Language Writing: Contexts and Issues: Vol. Cambridge Applied Linguistics [Electronic resource]. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742

Ikeda, M., & Takeuchi, O. (2006). Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System, 34(3), 384–398. https://doi.org/10.1016/j.system.2006.04.007

International Journal of Applied Linguistics. (n.d.-a). Volume 19(Issue 3). https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1111/ijal.2009.19.issue-3/issuetoc

International Journal of Applied Linguistics. (n.d.-b). Volume 19(Issue 3). https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1111/ijal.2009.19.issue-3/issuetoc

‘Is Grammar Innate?’ (n.d.). http://ihjournal.com/wp-content/uploads/journal/Issue_17.pdf

Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50(3), 187–198. https://doi.org/10.1093/elt/50.3.187

Karimi, M. N., & Shabani, M. B. (2013). Comparing the strategic behavior of more successful vs. less successful readers of multiple technical reading texts. Innovation in Language Learning and Teaching, 7(2), 125–138. https://doi.org/10.1080/17501229.2012.726223

Key concepts in ELT: Fluency. (n.d.). https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/eltj/article/47/3/275/397001

Koda, Keiko. (2005). Insights into Second Language Reading: A Cross-Linguistic Approach: Vol. Cambridge Applied Linguistics [Electronic resource]. Cambridge University Press. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524841

Kouider Mokhtari and Ravi Sheorey. (2002). Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education, 25(3), 2–10. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/42784357

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: language acquisition in the classroom (1st ed). Pergamon Press.

Kroll, Barbara. (2003). Exploring the dynamics of second language writing: Vol. The Cambridge applied linguistics series. Cambridge University Press.

Kumaravadivelu, B. (2006). Understanding language teaching: from method to post-method: Vol. ESL and applied linguistics professional series. Lawrence Erlbaum Associates.

Kumaravadivelu, B., & B, Kumaravadivelu. (2001). Toward a Postmethod Pedagogy. TESOL Quarterly, 35(4). https://doi.org/10.2307/3588427

Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(02), 263–280. https://doi.org/10.1017/S0261444814000408

Larsen-Freeman, Diane & Anderson, Marti. (2011). Techniques & principles in language teaching: Vol. Teaching techniques in English as a second language (3rd ed). Oxford University Press.

Levels Tests Menu. (n.d.).

Lewis, Michael. (2002a). The lexical approach: the state of ELT and a way forward. Thomson Heinle.

Lewis, Michael. (2002b). The lexical approach: the state of ELT and a way forward. Thomson Heinle.

Lewis, Michael & Gough, Cherry. (2002). Implementing the lexical approach: putting theory into practice. Thomson.

Lightbown, P. (2000). Anniversary article. Classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431–462. https://doi.org/10.1093/applin/21.4.431

Lightbown, P. M., & Spada, N. (2013). How languages are learned (Fourth edition). Oxford University Press.

Lightbown, Patsy M. & Spada, Nina. (2006a). How languages are learned: Vol. Oxford handbooks for language teachers (3rd ed). Oxford University Press.

Lightbown, Patsy M. & Spada, Nina. (2006b). How languages are learned: Vol. Oxford handbooks for language teachers (3rd ed). Oxford University Press.

Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(03). https://doi.org/10.1017/S0261444807004363

Loewen, S. (2004). Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons. Language Learning, 54(1), 153–188. https://doi.org/10.1111/j.1467-9922.2004.00251.x

Loewen, S. (2005). INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING. Studies in Second Language Acquisition, 27(03). https://doi.org/10.1017/S0272263105050163

LONG, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input1. Applied Linguistics, 4(2), 126–141. https://doi.org/10.1093/applin/4.2.126

Long, Michael H. (2005). Second Language Needs Analysis: Vol. Cambridge Applied Linguistics [Electronic resource]. Cambridge University Press. http://ezproxy.lib.gla.ac.uk/login?url=http://dx.doi.org/10.1017/CBO9780511667299

Lynch, T. (2007). Learning from the transcripts of an oral communication task. ELT Journal, 61(4), 311–320. https://doi.org/10.1093/elt/ccm050

Lynch, Tony. (2009). Teaching second language listening: Vol. Oxford hanbooks for language teachers. Oxford University Press.

Macaro, Ernesto. (2001). Learning strategies in foreign and second language classrooms. Continuum.

Mackey, Alison. (2012). Input: Vol. Oxford applied linguistics. Oxford University Press.

Malamah-Thomas, Ann. (1987). Classroom interaction: Vol. Language teaching, a scheme for teacher education. Oxford University Press.

Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37(4), 640–651. https://doi.org/10.1016/j.system.2009.09.008

McCarthy, M., & O’Keeffe, A. (2004). RESEARCH IN THE TEACHING OF SPEAKING. Annual Review of Applied Linguistics, 24. https://doi.org/10.1017/S0267190504000029

McCarthy, Michael, O’Keeffe, Anne, & Walsh, Steve. (2010). Vocabulary matrix: understanding, learning, teaching. Heinle, Cengage Learning.

McCrostie, J. (2007). Examining learner vocabulary notebooks. ELT Journal, 61(3), 246–255. https://doi.org/10.1093/elt/ccm032

McDonough, K. (2005). IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS’  RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition, 27(01). https://doi.org/10.1017/S0272263105050047

McLaughlin, Barry. (1987). Theories of second-language learning: Vol. Second language acquisition. Edward Arnold.

Mehran, E., Paul, K., Julia, M., & Sally, Z. (n.d.). Task-Based Learning Applied. http://www.nottingham.ac.uk/education/research/jubilee-press/index.aspx

Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57(2), 130–138. https://doi.org/10.1093/elt/57.2.130

Michael H. Long and Graham Crookes. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly, 26(1), 27–56. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3587368

Min, H.-T. (2006a). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–141. https://doi.org/10.1016/j.jslw.2006.01.003

Min, H.-T. (2006b). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–141. https://doi.org/10.1016/j.jslw.2006.01.003

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