1
Hall G. The Routledge handbook of English language teaching. London: : Routledge Handbooks Online 2016. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315676203
2
Hinkel E. Handbook of research in second language teaching and learning. New York, N.Y.: : Routledge 2005.
3
Paltridge B, Starfield S, editors. The handbook of English for specific purposes. Chicester, West Sussex: : John Wiley & Sons, Inc 2013. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1120617
4
Lightbown PM, Spada N. How languages are learned. Fourth edition. Oxford: : Oxford University Press 2013.
5
Burns, Anne, Richards, Jack C. The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: : Cambridge University Press 2012.
6
Oxford University Press. ELT journal. https://eleanor.lib.gla.ac.uk/record=b2198751
7
American Association for Applied Linguistics, British Association for Applied Linguistics, International Association of Applied Linguistics, et al. Applied linguistics. https://eleanor.lib.gla.ac.uk/record=b2196039
9
CILT, the National Centre for Languages, British Council, Cambridge University Press. Language teaching.
10
Hall G, Dawson Books. The Routledge handbook of English language teaching. London: : Routledge 2016. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203
11
Brown HD. Principles of language learning and teaching: a course in second language acquisition. Sixth edition. White Plains, NY: : Pearson Education 2014.
12
Saville-Troike, Muriel. Introducing second language acquisition. Cambridge: : Cambridge University Press 2006.
13
Spiro J. Changing methodologies in TESOL.
14
Larsen-Freeman, Diane, Anderson, Marti. Techniques & principles in language teaching. 3rd ed. Oxford: : Oxford University Press 2011.
15
Mitchell, Rosamond, Myles, Florence. Second language learning theories. 2nd ed. London: : Arnold ; Distributed in the United States of America by Oxford University Press 2004. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=564550
16
Richards JC, Rodgers TS. Approaches and methods in language teaching. Third Edition. Cambridge: : Cambridge University Press 2014.
17
Ellis R. Principles of instructed language learning. System 2005;33:209–24. doi:10.1016/j.system.2004.12.006
18
Bax S. The end of CLT: a context approach to language teaching. ELT Journal 2003;57:278–87. doi:10.1093/elt/57.3.278
19
Brown K. Encyclopedia of language & linguistics. 2nd ed. Amsterdam: : Elsevier 2006. https://contentstore.cla.co.uk//secure/link?id=3e8a9f10-c940-e911-80cd-005056af4099
20
Collinge, N. E. An Encyclopaedia of language. London: : Routledge 1990.
21
Forty years of language teaching. Language Teaching 2007;40. doi:10.1017/S0261444806003934
22
Lightbown P. Anniversary article. Classroom SLA research and second language teaching. Applied Linguistics 2000;21:431–62. doi:10.1093/applin/21.4.431
23
Kumaravadivelu, B. Understanding language teaching: from method to post-method. Mahwah, N.J.: : Lawrence Erlbaum Associates 2006.
24
Ellis, Rod. Language teaching research and language pedagogy. Chichester, West Sussex: : John Wiley & Sons Inc 2012.
25
Byram, Michael. Routledge encyclopedia of language teaching and learning. London: : Routledge 2013. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1244603
26
Hedge, Tricia. Teaching and learning in the language classroom. Oxford: : Oxford University Press 2000.
27
Ellis, Rod. Understanding second language acquisition. Oxford: : Oxford University Press 1985.
28
Richards, Jack C., Renandya, Willy A. Methodology in language teaching: an anthology of current practice. New York, N.Y.: : Cambridge University Press 2001.
29
Schmitt, Norbert. An introduction to applied linguistics. London: : Arnold 2002.
30
Carrió-Pastor, María Luisa. Content and language integrated learning: cultural diversity. Bern: : Peter Lang 2009.
31
The Routledge applied linguistics reader. Milton Park, Abingdon, Oxon: : Routledge 2011.
32
Myles F. The development of theories of second language acquisition. Language Teaching 2010;43:320–32. doi:10.1017/S0261444810000078
33
Richards JC. 30 Years of Tefl/Tesl: a Personal Reflection. RELC Journal 2002;33:1–35. doi:10.1177/003368820203300201
34
McLaughlin, Barry. Theories of second-language learning. London: : Edward Arnold 1987.
35
‘Is Grammar Innate?’ http://ihjournal.com/wp-content/uploads/journal/Issue_17.pdf
36
Shibboleths of TEFL. http://ihjournal.com/wp-content/uploads/journal/Issue_18.pdf
37
All in the Mind. http://ihjournal.com/wp-content/uploads/journal/Issue_19.pdf
38
Hall G, Dawson Books. The Routledge handbook of English language teaching. London: : Routledge 2016. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203
39
Ellis R. Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 2009;19:221–46. doi:10.1111/j.1473-4192.2009.00231.x
40
Ellis, Rod. Task-based language learning and teaching. Oxford: : Oxford University Press 2003.
41
Samuda, Virginia, Bygate, Martin. Tasks in second language learning. Basingstoke, UK ; New York: : Palgrave Macmillan 2008.
42
Willis, Jane R. A framework for task-based learning. Harlow: : Longman 1996.
43
TESOLacademic.org - Keynotes (recent). https://www.tesolacademic.org/keynotes-recent
44
Shehadeh A, Coombe CA. Task-based language teaching in foreign language contexts: research and implementation. Amsterdam: : John Benjamins Publishing Company 2012.
45
Hinkel E, editor. Handbook of research in second language teaching and learning: Volume II. New York: : Routledge Handbooks Online 2011. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9780203836507
46
SWAIN M, LAPKIN S. Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning. Applied Linguistics 1995;16:371–91. doi:10.1093/applin/16.3.371
47
International Journal of Applied Linguistics. ;Volume 19.https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1111/ijal.2009.19.issue-3/issuetoc
48
Bygate, Martin, Skehan, Peter, Swain, Merrill. Researching pedagogic tasks: second language learning, teaching and testing. Harlow: : Longman 2001.
49
Michael H. Long and Graham Crookes. Three Approaches to Task-Based Syllabus Design. TESOL Quarterly 1992;26:27–56.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3587368
50
Ellis R. Introduction: Investigating Form-Focused Instruction. Language Learning 2001;51:1–46. doi:10.1111/j.1467-1770.2001.tb00013.x
51
LONG MH. Native speaker/non-native speaker conversation and the negotiation of comprehensible input1. Applied Linguistics 1983;4:126–41. doi:10.1093/applin/4.2.126
52
VARONIS EM, GASS S. Non-native/Non-native Conversations: A Model for Negotiation of Meaning. Applied Linguistics 1985;6:71–90. doi:10.1093/applin/6.1.71
53
Herschensohn, Julia, Young-Scholten, Martha. The Cambridge Handbook of Second Language Acquisition. Cambridge: : Cambridge University Press 2013. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139051729
54
Susan M. Gass, Alison MacKey and Teresa Pica. The Role of Input and Interaction in Second Language Acquisition: Introduction to the Special Issue. The Modern Language Journal 1998;82.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/329956
55
Mehran E, Paul K, Julia M, et al. Task-Based Learning Applied. http://www.nottingham.ac.uk/education/research/jubilee-press/index.aspx
56
Littlewood W. Communicative and task-based language teaching in East Asian classrooms. Language Teaching 2007;40. doi:10.1017/S0261444807004363
57
East M. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 2017;50:412–24. doi:10.1017/S026144481700009X
58
Ellis R. Position paper: Moving task-based language teaching forward. Language Teaching 2017;50:507–26. doi:10.1017/S0261444817000179
59
Rod Ellis. TAKING THE CRITICS TO TASK: THE CASE FOR TASK-BASED TEACHING. ;:103–17.https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod.pdf
60
Ellis R. Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 2009;19:221–46. doi:10.1111/j.1473-4192.2009.00231.x
61
Robinson P. Task-Based Language Learning: A Review of Issues. Language Learning 2011;61:1–36. doi:10.1111/j.1467-9922.2011.00641.x
62
Ellis, Rod. Task-based language learning and teaching. Oxford: : Oxford University Press 2003.
63
Nunan D, Nunan D. Task-based language teaching. Cambridge: : Cambridge University Press 2004.
64
Swan M. Legislation by Hypothesis: The Case of Task-Based Instruction. Applied Linguistics 2005;26:376–401. doi:10.1093/applin/ami013
65
Sheen R. A Critical Analysis of the Advocacy of the Task-Based Syllabus. TESOL Quarterly 1994;28. doi:10.2307/3587202
66
Zheng X, Borg S. Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research 2014;18:205–21. doi:10.1177/1362168813505941
67
Skehan P. Task-based instruction. Language Teaching 2003;36:1–14. doi:10.1017/S026144480200188X
68
Yuan Y. Yuan, Yuan: Application of Task-based Learning in Chinese Context *. Theory and Practice in Language Studies 2016;6:392–8.https://ezproxy.lib.gla.ac.uk/login?url=https://www.proquest.com/scholarly-journals/application-task-based-learning-chinese-context/docview/1769720179/se-2?accountid=14540
69
Bygate, Martin, Skehan, Peter, Swain, Merrill. Researching pedagogic tasks: second language learning, teaching and testing. Harlow: : Longman 2001.
70
Prabhu, N. S. Second language pedagogy. Oxford: : Oxford University Press 1987.
71
Skehan, Peter. A cognitive approach to language learning. Oxford: : Oxford University Press 1998.
72
International Journal of Applied Linguistics. ;Volume 19.https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1111/ijal.2009.19.issue-3/issuetoc
73
Rutherford, William E. Second language grammar: learning and teaching. London: : Longman 1987. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1794269
74
SCHMIDT RW. The Role of Consciousness in Second Language Learning1. Applied Linguistics 1990;11:129–58. doi:10.1093/applin/11.2.129
75
Willis, Jane R., Willis, Dave. Challenge and change in language teaching. Oxford: : MacMillan Heinemann 1996.
76
Hall G. The Routledge handbook of English language teaching. London: : Routledge Handbooks Online 2016. https://ezproxy.lib.gla.ac.uk/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315676203
77
Spiro J. Changing methodologies in TESOL.
78
CLIL: A lesson framework | TeachingEnglish | British Council | BBC. https://www.teachingenglish.org.uk/article/clil-a-lesson-framework
79
Content and Language Integrated Learning (CLIL). https://curriculumonline.ie/getmedia/bc76d064-68ec-4aa6-ab63-5a2cf1205a25/OLRW_CLIL_1.pdf?ext=.pdf
80
Kumaravadivelu B, B, Kumaravadivelu. Toward a Postmethod Pedagogy. TESOL Quarterly 2001;35. doi:10.2307/3588427
81
TEC13 Day 01: Dr B Kumaravadivelu - Keynote Address - YouTube. https://www.youtube.com/watch?v=-YrvW6p5uG0
82
Ellis R. The study of second language acquisition. 2nd ed. Oxford: : Oxford University Press 2008. https://contentstore.cla.co.uk//secure/link?id=3f8a9f10-c940-e911-80cd-005056af4099
83
ALLWRIGHT RL. The Importance of Interaction in Classroom Language Learning*. Applied Linguistics 1984;5:156–71. doi:10.1093/applin/5.2.156
84
Lightbown, Patsy M., Spada, Nina. How languages are learned. 3rd ed. Oxford: : Oxford University Press 2006.
85
Malamah-Thomas, Ann. Classroom interaction. Oxford [Oxfordshire]: : Oxford University Press 1987.
86
Wajnryb, Ruth. Classroom observation tasks: a resource book for language teachers and trainers. Cambridge: : Cambridge University Press 1992.
87
Allwright, Dick. Observation in the language classroom. London: : Longman 1988.
88
Allwright, Dick, Bailey, Kathleen M. Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge [England]: : Cambridge University Press 1991.
89
Voices from the language classroom: qualitative research in second language education. Cambridge [England]: : Cambridge University Press 1996.
90
Breen, Michael P., Littlejohn, Andrew. Classroom decision-making: negotiation and process syllabuses in practice. Cambridge: : Cambridge University Press 2005.
91
Research in the Language Classroom. https://www.teachingenglish.org.uk/article/research-language-classroom
92
Cook, V. J. Second language learning and language teaching. 3rd ed. London: : Arnold 2001.
93
Ellis R. The study of second language acquisition. 2nd ed. Oxford: : Oxford University Press 2008.
94
Griffiths C. Lessons from good language learners. Cambridge: : Cambridge University Press 2008.
95
Voices from the language classroom: qualitative research in second language education. Cambridge [England]: : Cambridge University Press 1996.
96
Research in the Language Classroom. https://www.teachingenglish.org.uk/article/research-language-classroom
97
Nunan, David. Language teaching methodology: a textbook for teachers. Hemel Hempstead, Herts: : Phoenix ELT 1995.
98
Richards, Jack C. The language teaching matrix. Cambridge: : Cambridge University Press 1990.
99
Richards, Jack C., Lockhart, Charles. Reflective teaching in second language classrooms. Cambridge: : Cambridge University Press 1996.
100
Wallace, Michael J. Action research for language teachers. Cambridge: : Cambridge University Press 1998.
101
Willis, Jane. Teaching English through English: a course in classroom language and techniques. Harlow: : Longman 1981.
102
Chaudron, Craig. Second language classrooms: research on teaching and learning. Cambridge: : Cambridge University Press 1988. https://ezproxy.lib.gla.ac.uk/login?url=https://hdl.handle.net/2027/heb.31753
103
Wallace, Michael J. Action research for language teachers. Cambridge: : Cambridge University Press 1998.
104
Hall G, Dawson Books. The Routledge handbook of English language teaching. London: : Routledge 2016. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203
105
Brown, H. Douglas. Principles of language learning and teaching. 5th ed. White Plains, N.Y.: : Pearson Longman 2007.
106
Ehrman ME, Leaver BL, Oxford RL. A brief overview of individual differences in second language learning. System 2003;31:313–30. doi:10.1016/S0346-251X(03)00045-9
107
Macaro, Ernesto. Learning strategies in foreign and second language classrooms. London: : Continuum 2001.
108
Benson P. Teaching and researching autonomy. 2nd ed. Harlow, England: : Longman/Pearson 2011.
109
Multiple Intelligences: Gardner’s Theory. ERIC Digest. http://www.ericdigests.org/1998-1/multiple.htm
110
Cohen, Andrew D., Macaro, Ernesto. Language learner strategies: thirty years of research and practice. Oxford: : Oxford University Press 2007.
111
Tudor, Ian. The dynamics of the language classroom. Cambridge: : Cambridge University Press 2001.
112
Dörnyei, Zoltán. The psychology of second language acquisition. Oxford: : Oxford University Press 2009.
113
Dörnyei, Zöltan. Motivational strategies in the language classroom. Cambridge: : Cambridge University Press 2001.
114
Dörnyei, Zoltán. The psychology of second language acquisition. Oxford: : Oxford University Press 2009.
115
Ellis R. The study of second language acquisition. 2nd ed. Oxford: : Oxford University Press 2008.
116
Ehrman M, Leaver BL. Cognitive styles in the service of language learning. System 2003;31:393–415. doi:10.1016/S0346-251X(03)00050-2
117
Ikeda M, Takeuchi O. Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System 2006;34:384–98. doi:10.1016/j.system.2006.04.007
118
Griffiths C. Lessons from good language learners. Cambridge: : Cambridge University Press 2008.
119
Long, Michael H. Second Language Needs Analysis. Cambridge: : Cambridge University Press 2005. http://ezproxy.lib.gla.ac.uk/login?url=http://dx.doi.org/10.1017/CBO9780511667299
120
Lightbown, Patsy M., Spada, Nina. How languages are learned. 3rd ed. Oxford: : Oxford University Press 2006.
121
Takeuchi O. What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System 2003;31:385–92. doi:10.1016/S0346-251X(03)00049-6
122
Oxford RL. Teaching and researching language learning strategies. Harlow: : Pearson 2011.
123
Morrison B, Navarro D. The autonomy approach: language learning in the classroom and beyond. Peaslake, Surrey: : Delta Publishing 2014.
124
Oxford RL. Teaching and researching language learning strategies: self-regulation in context. Seond edition. New York, NY: : Routledge, Taylor & Francis Group 2017.
125
McCarthy, Michael, O’Keeffe, Anne, Walsh, Steve. Vocabulary matrix: understanding, learning, teaching. Andover: : Heinle, Cengage Learning 2010.
126
Thornbury, Scott. How to teach vocabulary. Harlow: : Longman 2002.
127
Tomlinson B. Applied linguistics and materials development. London: : Bloomsbury Academic 2013.
128
Nunan D. Practical English language teaching. New York: : McGraw-Hill/Contemporary 2003.
129
Griffiths C. Lessons from good language learners. Cambridge: : Cambridge University Press 2008.
130
Carter, Ronald, McCarthy, Michael. Vocabulary and language teaching. London: : Longman 1988.
131
Hunston, Susan. Corpora in applied linguistics. Cambridge: : Cambridge University Press 2002. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524773
132
Lewis, Michael. The lexical approach: the state of ELT and a way forward. Australia: : Thomson Heinle 2002.
133
Lewis, Michael, Gough, Cherry. Implementing the lexical approach: putting theory into practice. Australia: : Thomson 2002.
134
Nation ISP. Learning vocabulary in another language. Second edition. Cambridge: : Cambridge University Press 2013. https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139858656
135
O’Keeffe, Anne, McCarthy, Michael, Carter, Ronald. From corpus to classroom: language use and language teaching. Cambridge: : Cambridge University Press 2007. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780511321733
136
Read, John A. S. Assessing vocabulary. Cambridge: : Cambridge University Press 2000.
137
Schmitt, Norbert, McCarthy, Michael. Vocabulary: description, acquisition and pedagogy. Cambridge: : Cambridge University Press 1997.
138
Singleton, David. Exploring the second language mental lexicon. Cambridge: : Cambridge University Press 1999.
139
Krashen SD, Terrell TD. The natural approach: language acquisition in the classroom. 1st ed. Oxford [Oxfordshire]: : Pergamon Press 1983.
140
Nation ISP. Teaching and learning vocabulary. Boston, Mass: : Heinle & Heinle 1990.
141
Plag I. Word-formation in English. Cambridge: : Cambridge University Press 2003.
142
Wilkins DA. Linguistics in language teaching. London: : E. Arnold 1974.
143
Willis D, University of Birmingham. The lexical syllabus: a new approach to language teaching. London: : HarperCollins 1990.
144
McCrostie J. Examining learner vocabulary notebooks. ELT Journal 2007;61:246–55. doi:10.1093/elt/ccm032
145
Newton J. Options for vocabulary learning through communication tasks. ELT Journal 2001;55:30–7. doi:10.1093/elt/55.1.30
146
Shin D, Nation P. Beyond single words: the most frequent collocations in spoken English. ELT Journal 2007;62:339–48. doi:10.1093/elt/ccm091
147
Sonbul S, Schmitt N. Direct teaching of vocabulary after reading: is it worth the effort? ELT Journal 2010;64:253–60. doi:10.1093/elt/ccp059
148
Coxhead A. A New Academic Word List. TESOL Quarterly 2000;34. doi:10.2307/3587951
149
AVERIL COXHEAD. The Academic Word List 10 Years On: Research and Teaching Implications. TESOL Quarterly 2011;45:355–62.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/41307636
150
Ercan G, Cicekli I. Using lexical chains for keyword extraction. Information Processing & Management 2007;43:1705–14. doi:10.1016/j.ipm.2007.01.015
151
Gardner D, Davies M. A New Academic Vocabulary List. Applied Linguistics 2014;35:305–27. doi:10.1093/applin/amt015
152
Hulstijn JH, Marchena E. Avoidance. Studies in Second Language Acquisition 1989;11. doi:10.1017/S0272263100008123
153
Richards JC, Schmidt RW. Language and communication. London: : Longman 1983.
155
Karavas-Doukas E. Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal 1996;50:187–98. doi:10.1093/elt/50.3.187
156
Spada N. Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching 2011;44:225–36. doi:10.1017/S0261444810000224
157
Larsen-Freeman D. Research into practice: Grammar learning and teaching. Language Teaching 2015;48:263–80. doi:10.1017/S0261444814000408
158
Rod Ellis. Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly 2006;40:83–107.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/40264512
159
Sheen R. Comments on R. Ellis’s ‘Current Issues in the Teaching of Grammar: An SLA Perspective’ A Reader Responds. TESOL Quarterly 2006;40. doi:10.2307/40264312
160
Applied Linguistics — Special Issue: Complexity, Accuracy and Fluency (CAF) in Second Language Acquisition Research. ;30. doi:10.1093/applin/amp048
161
Nassaji H, Fotos S. 6. CURRENT DEVELOPMENTS IN RESEARCH ON THE TEACHING OF GRAMMAR. Annual Review of Applied Linguistics 2004;24. doi:10.1017/S0267190504000066
162
Scheffler P, Cinciala M. Explicit grammar rules and L2 acquisition. ELT Journal 2011;65:13–23. doi:10.1093/elt/ccq019
163
Nassaji, Hossein. Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. New York: : Routledge 2011.
164
DeKeyser RM. What Makes Learning Second-Language Grammar Difficult? A Review of Issues. Language Learning 2005;55:1–25. doi:10.1111/j.0023-8333.2005.00294.x
165
Borg S, Burns A. Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics 2008;29:456–82. doi:10.1093/applin/amn020
166
Mackey, Alison. Input. Oxford: : Oxford University Press 2012.
167
Thornbury, Scott. Uncovering grammar. Oxford: : Macmillan Education 2005.
168
Gerngross, Günter. Teaching grammar creatively. [Cambridge: : Cambridge University Press 2007.
169
Thornbury, Scott. How to teach grammar. Harlow: : Pearson Longman 1999.
170
Batstone, Rob. Grammar. Oxford: : Oxford University Press 1994.
171
Scheffler P, Cinciala M. Explicit grammar rules and L2 acquisition. ELT Journal 2011;65:13–23. doi:10.1093/elt/ccq019
172
Borg S, Burns A. Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics 2008;29:456–82. doi:10.1093/applin/amn020
173
Garrett P, Cots JM, editors. The Routledge handbook of language awareness. New York: : Routledge 2018. https://ezproxy.lib.gla.ac.uk/login?url=https://www.taylorfrancis.com/books/9781315676494
174
Norris JM, Ortega L. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning 2000;50:417–528. doi:10.1111/0023-8333.00136
175
Phipps S, Borg S. Exploring tensions between teachers’ grammar teaching beliefs and practices. System 2009;37:380–90. doi:10.1016/j.system.2009.03.002
176
SCHMIDT RW. The Role of Consciousness in Second Language Learning1. Applied Linguistics 1990;11:129–58. doi:10.1093/applin/11.2.129
177
Cullen R. Teaching grammar as a liberating force. ELT Journal 2007;62:221–30. doi:10.1093/elt/ccm042
178
Ellis R, Basturkmen H, Loewen S. Doing focus-on-form. System 2002;30:419–32. doi:10.1016/S0346-251X(02)00047-7
179
Fotos SS. Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction. Applied Linguistics 1993;14:385–407.https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/applij/article/14/4/385/266448
180
Loewen S. Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons. Language Learning 2004;54:153–88. doi:10.1111/j.1467-9922.2004.00251.x
181
Sheen R. ‘Focus on form’ and ‘focus on forms’. ELT Journal 2002;56:303–5. doi:10.1093/elt/56.3.303
182
Sheen R. Focus on form-a myth in the making? ELT Journal 2003;57:225–33. doi:10.1093/elt/57.3.225
183
Burgess J, Etherington S. Focus on grammatical form: explicit or implicit? System 2002;30:433–58. doi:10.1016/S0346-251X(02)00048-9
184
Lewis, Michael. The lexical approach: the state of ELT and a way forward. Australia: : Thomson Heinle 2002.
185
Widdowson, H. G. Teaching language as communication. Oxford: : Oxford University Press 1978.
186
Williams H. Maths in the grammar classroom. ELT Journal 2006;60:23–33. doi:10.1093/elt/cci078
187
Scheffler P, Cinciala M. Explicit grammar rules and L2 acquisition. ELT Journal 2011;65:13–23. doi:10.1093/elt/ccq019
188
Nassaji H, Fotos S. Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. New York, NY: : Routledge 2011.
189
McCarthy M, O’Keeffe A. RESEARCH IN THE TEACHING OF SPEAKING. Annual Review of Applied Linguistics 2004;24. doi:10.1017/S0267190504000029
190
Paran A. Language skills: questions for teaching and learning. ELT Journal 2012;66:450–8. doi:10.1093/elt/ccs045
191
Hinkel E. Current Perspectives on Teaching the Four Skills. TESOL Quarterly 2006;40. doi:10.2307/40264513
192
Hughes R, Szczepek Reed B. Teaching and researching speaking. Third edition. New York: : Routledge 2017.
193
Brown HD. Principles of language learning and teaching: a course in second language acquisition. Sixth edition. White Plains, NY: : Pearson Education 2014.
194
Key concepts in ELT: Fluency. https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/eltj/article/47/3/275/397001
195
Shaofeng, Li. Key Concepts in ELT: Oral corrective feedback. doi:10.1093/elt/cct076
196
Harsch C. Key concepts in ELT: Proficiency. ELT Journal Published Online First: 19 September 2016. doi:10.1093/elt/ccw067
197
Housen A, Kuiken F. Complexity, Accuracy, and Fluency in Second Language Acquisition. Applied Linguistics 2009;30:461–73. doi:10.1093/applin/amp048
198
Doughty, Catherine, Long, Michael H. The handbook of second language acquisition. Malden, MA: : Blackwell Pub 2003.
199
Lynch T. Learning from the transcripts of an oral communication task. ELT Journal 2007;61:311–20. doi:10.1093/elt/ccm050
200
Thornbury S. How to teach speaking. Harlow, Essex: : Pearson Education Ltd 2005.
201
Bygate, Martin. Speaking. Oxford: : Oxford University Press 1987.
202
Nolasco, Rob, Arthur, Lois. Conversation. Oxford: : Oxford University Press 1987.
203
Ho Y -k. Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal 2003;57:269–77. doi:10.1093/elt/57.3.269
204
Exams and qualifications | Cambridge English. http://www.cambridgeenglish.org/exams-and-qualifications/
205
Common European Framework. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
206
Byram, Michael. Teaching and assessing intercultural communicative competence. Clevedon: : Multilingual Matters 1997.
207
Alptekin C. Towards intercultural communicative competence in ELT. ELT Journal 2002;56:57–64. doi:10.1093/elt/56.1.57
208
Thornbury, Scott, Slade, Diana. Conversation: From Description to Pedagogy. Cambridge: : Cambridge University Press 2006. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511733123
209
Eggins, Suzanne, Slade, Diana. Analysing casual conversation. London: : Cassell 1997.
210
Basturkmen H. Descriptions of spoken language for higher level learners: the example of questioning. ELT Journal 2001;55:4–13. doi:10.1093/elt/55.1.4
211
Brown, Gillian, Yule, George. Teaching the spoken language: an approach based on the analysis of conversational English. Cambridge: : Cambridge University Press 1983.
212
Biber D, Leech GN, Conrad S. Longman student grammar of spoken and written English. Harlow: : Longman 2002.
213
Rassaei E. Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective. The Modern Language Journal 2014;98:417–31. doi:10.1111/j.1540-4781.2014.12060.x
214
Ellis R, Loewen S, Erlam R. IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR. Studies in Second Language Acquisition 2006;28. doi:10.1017/S0272263106060141
215
McDonough K. IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS’ RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition 2005;27. doi:10.1017/S0272263105050047
216
Loewen S. INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING. Studies in Second Language Acquisition 2005;27. doi:10.1017/S0272263105050163
217
Mennim P. Rehearsed oral L2 output and reactive focus on form. ELT Journal 2003;57:130–8. doi:10.1093/elt/57.2.130
218
Yuan F. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics 2003;24:1–27. doi:10.1093/applin/24.1.1
219
Foster P, Skehan P. The influence of source of planning and focus of planning on task-based performance. Language Teaching Research 1999;3:215–47. doi:10.1177/136216889900300303
220
Foster P. Negotiation for Meaning and Peer Assistance in Second Language Classrooms. Applied Linguistics 2005;26:402–30. doi:10.1093/applin/ami014
221
Murphy J. Task-based learning: the interaction between tasks and learners. ELT Journal 2003;57:352–60. doi:10.1093/elt/57.4.352
222
Skehan P. A non-marginal role for tasks. ELT Journal 2002;56:289–95. doi:10.1093/elt/56.3.289
223
Skehan P, Foster P. The Influence of Task Structure and Processing Conditions on Narrative Retellings. Language Learning 1999;49:93–120. doi:10.1111/1467-9922.00071
224
Willis, Jane R., Willis, Dave. Challenge and change in language teaching. Oxford: : MacMillan Heinemann 1996.
225
Pulverness, Alan, International Association of Teachers of English as a Foreign Language. IATEFL: 36th International Annual Conference, Brighton, 24-27 March 2002. Whitstable: : IATEFL 2002.
226
Ahmadian MJ, Mansouri SA, Ghominejad S. Language learners’ and teachers’ perceptions of task repetition. ELT Journal 2017;71:467–77. doi:10.1093/elt/ccx011
227
Griffiths C. Lessons from good language learners. Cambridge: : Cambridge University Press 2008.
228
Lynch, Tony. Teaching second language listening. Oxford: : Oxford University Press 2009.
229
Eli Hinkel. Current Perspectives on Teaching the Four Skills. TESOL Quarterly 2006;40:109–31.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/40264513
230
Nuttall CE. Teaching reading skills in a foreign language. [2nd ed.]. Oxford: : Macmillan Education 2005.
231
Yeldham M. Second Language Listening Instruction: Comparing a Strategies-Based Approach With an Interactive, Strategies/Bottom-Up Skills Approach. TESOL Quarterly 2016;50:394–420. doi:10.1002/tesq.233
232
Wilson JJ. How to teach listening. Harlow: : Pearson Longman 2008. https://contentstore.cla.co.uk//secure/link?id=3d8a9f10-c940-e911-80cd-005056af4099
233
Flowerdew, John, Miller, Lindsay. Second Language Listening: Theory and Practice. Cambridge: : Cambridge University Press 2005. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511667244
234
Field J. Listening in the language classroom. Cambridge: : Cambridge University Press 2010.
235
Rost, Michael. Listening in language learning. London: : Longman 1990.
236
Vandergrift L. Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal 1999;53:168–76. doi:10.1093/elt/53.3.168
237
Vandergrift, Larry. Teaching and learning second language listening: metacognition in action. New York: : Routledge 2012.
238
Grabe, William, Stoller, Fredricka L., Dawson Books. Teaching and researching reading. 2nd ed. Harlow: : Longman 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408205136
239
Alderson JC. Assessing reading. Cambridge: : Cambridge University Press 2000.
240
Koda, Keiko. Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge: : Cambridge University Press 2005. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524841
241
Wallace, Catherine. Reading. Oxford: : Oxford University Press 1992.
242
Weir CJ, Urquhart AH. Reading in a second language: process, product, and practice. London: : Longman 1998.
243
Cohen AD, Macaro E. Language learner strategies: thirty years of research and practice. Oxford: : Oxford University Press 2007.
244
Oxford RL. Teaching and researching language learning strategies. Harlow: : Pearson 2011.
245
Goh C. Metacognitive Instruction for Second Language Listening Development. RELC Journal 2008;39:188–213. doi:10.1177/0033688208092184
246
Vandergrift L. Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal 1999;53:168–76. doi:10.1093/elt/53.3.168
247
Vandergrift L, Tafaghodtari MH. Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning 2010;60:470–97. doi:10.1111/j.1467-9922.2009.00559.x
248
Akkakoson S. The relationship between strategic reading instruction, student learning of L2-based reading strategies and L2 reading achievement. Journal of Research in Reading 2013;:n/a-n/a. doi:10.1111/jrir.12004
249
Fotovatian S, Shokrpour N. Comparison of the Efficiency of Reading Comprehension Strategies on Iranian University Students’ Comprehension. Journal of College Reading and Learning 2007;37:47–63. doi:10.1080/10790195.2007.10850197
250
Gibson S. Reading aloud: a useful learning tool? ELT Journal 2008;62:29–36. doi:10.1093/elt/ccm075
251
Karimi MN, Shabani MB. Comparing the strategic behavior of more successful vs. less successful readers of multiple technical reading texts. Innovation in Language Learning and Teaching 2013;7:125–38. doi:10.1080/17501229.2012.726223
252
Strategically Smart Or Proficiency-Driven? An Investigation Of Reading Strategy Use Of EFL College Students In Relation To Language Proficiency | Contemporary Issues in Education Research (CIER). https://www.cluteinstitute.com/ojs/index.php/CIER/article/view/7606
253
Malcolm D. Reading strategy awareness of Arabic-speaking medical students studying in English. System 2009;37:640–51. doi:10.1016/j.system.2009.09.008
254
Kouider Mokhtari and Ravi Sheorey. Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education 2002;25:2–10.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/42784357
255
Ro E. Exploring teachers’ practices and students’ perceptions of the extensive reading approach in EAP reading classes. Journal of English for Academic Purposes 2016;22:32–41. doi:10.1016/j.jeap.2016.01.006
256
Nuttall CE. Teaching reading skills in a foreign language. [2nd ed.]. Oxford: : Macmillan Education 2005. https://contentstore.cla.co.uk//secure/link?id=3c8a9f10-c940-e911-80cd-005056af4099
257
Harmer, Jeremy. How to teach writing. Harlow: : Longman 2004.
258
Hedge, Tricia. Writing. 2nd ed. Oxford: : Oxford University Press 2005.
259
Hyland, Ken, Hyland, Fiona. Feedback in Second Language Writing: Contexts and Issues. Cambridge: : Cambridge University Press 2006. https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9781139524742
260
Kroll, Barbara. Exploring the dynamics of second language writing. Cambridge: : Cambridge University Press 2003.
261
Tribble, Chris. Writing. Oxford: : Oxford University Press 1996.
262
Weigle, Sara Cushing. Assessing writing. Cambridge: : Cambridge University Press 2002.
263
White, Ronald V., Arndt, Valerie. Process writing. London: : Longman 1991.
264
Hyland K. Teaching and researching writing. Third Edition. New York, NY: : Routledge 2016. https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4177806
265
Badger R, White G. A process genre approach to teaching writing. ELT Journal 2000;54:153–60. doi:10.1093/elt/54.2.153
266
Bitchener J, Knoch U. The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics 2010;31:193–214. doi:10.1093/applin/amp016
267
Boughey C. Learning to write by writing to learn: a group-work approach. ELT Journal 1997;51:126–34. doi:10.1093/elt/51.2.126
268
Dyer B. L1 and L2 composition theories: Hillocks’ ‘environmental mode’ and task-based language teaching. ELT Journal 1996;50:312–7. doi:10.1093/elt/50.4.312
269
Sunny Hyon. Genre in Three Traditions: Implications for ESL. TESOL Quarterly 1996;30:693–722.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3587930
270
Hyland K, Hyland F. Feedback on second language students’ writing. Language Teaching 2006;39. doi:10.1017/S0261444806003399
271
Muncie J. Using written teacher feedback in EFL composition classes. ELT Journal 2000;54:47–53. doi:10.1093/elt/54.1.47
272
O’Brien T. Writing in a foreign language: teaching and learning. Language Teaching 2004;37:1–28. doi:10.1017/S0261444804002113
273
Paltridge B. Genre, text type, and the language learning classroom. ELT Journal 1996;50:237–43. doi:10.1093/elt/50.3.237
274
Rollinson P. Using peer feedback in the ESL writing class. ELT Journal 2005;59:23–30. doi:10.1093/elt/cci003
275
Vickers CH. Grammatical accuracy and learner autonomy in advanced writing. ELT Journal 2006;60:109–16. doi:10.1093/elt/cci097
276
Ellis R, Sheen Y, Murakami M, et al. The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 2008;36:353–71. doi:10.1016/j.system.2008.02.001
277
Ellis R, Sheen Y, Murakami M, et al. The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 2008;36:353–71. doi:10.1016/j.system.2008.02.001
278
Ellis R. A typology of written corrective feedback types. ELT Journal 2008;63:97–107. doi:10.1093/elt/ccn023
279
Balfour SP. Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer ReviewTM. Research and Practice in Assessment 2013;8.https://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF4.pdf
280
Hansen JG. Guiding principles for effective peer response. ELT Journal 2005;59:31–8. doi:10.1093/elt/cci004
281
Min H-T. The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing 2006;15:118–41. doi:10.1016/j.jslw.2006.01.003
282
Exams and qualifications | Cambridge English. http://www.cambridgeenglish.org/exams-and-qualifications/
283
Common European Framework. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
284
Ellis R. A typology of written corrective feedback types. ELT Journal 2008;63:97–107. doi:10.1093/elt/ccn023
285
Min H-T. The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing 2006;15:118–41. doi:10.1016/j.jslw.2006.01.003
