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

Ahmadian, M.J., Mansouri, S.A. and Ghominejad, S. (2017) ‘Language learners’ and teachers’ perceptions of task repetition’, ELT Journal, 71(4), pp. 467–477. Available at: 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, p. n/a-n/a. Available at: https://doi.org/10.1111/jrir.12004.

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

‘All in the Mind’ (no date). Available at: http://ihjournal.com/wp-content/uploads/journal/Issue_19.pdf.

Allwright, Dick (1988) Observation in the language classroom. London: Longman.

Allwright, Dick and Bailey, Kathleen M. (1991) Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge [England]: Cambridge University Press.

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

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

American Association for Applied Linguistics et al. (no date) ‘Applied linguistics’. Available at: https://eleanor.lib.gla.ac.uk/record=b2196039.

‘Applied Linguistics  — Special Issue: Complexity, Accuracy and Fluency (CAF) in Second Language Acquisition Research’ (no date), 30(4). Available at: 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), pp. 355–362. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/41307636.

Badger, R. and White, G. (2000) ‘A process genre approach to teaching writing’, ELT Journal, 54(2), pp. 153–160. Available at: 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. Available at: 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), pp. 4–13. Available at: https://doi.org/10.1093/elt/55.1.4.

Batstone, Rob (1994) Grammar. Oxford: Oxford University Press.

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

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

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

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

Borg, S. and Burns, A. (2008) ‘Integrating Grammar in Adult TESOL Classrooms’, Applied Linguistics, 29(3), pp. 456–482. Available at: https://doi.org/10.1093/applin/amn020.

Borg, Simon and Burns, A. (2008) ‘Integrating Grammar in Adult TESOL Classrooms’, Applied Linguistics, 29(3), pp. 456–482. Available at: 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), pp. 126–134. Available at: https://doi.org/10.1093/elt/51.2.126.

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

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

Brown, H. Douglas (2007) Principles of language learning and teaching. 5th ed. White Plains, N.Y.: Pearson Longman.

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

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

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

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

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

Bygate, Martin (1987) Speaking. Oxford: Oxford University Press.

Bygate, Martin, Skehan, Peter, and Swain, Merrill (2001a) Researching pedagogic tasks: second language learning, teaching and testing. Harlow: Longman.

Bygate, Martin, Skehan, Peter, and Swain, Merrill (2001b) Researching pedagogic tasks: second language learning, teaching and testing. Harlow: Longman.

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

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

Carrió-Pastor, María Luisa (2009) Content and language integrated learning: cultural diversity. Bern: Peter Lang.

Carter, Ronald and McCarthy, Michael (1988) Vocabulary and language teaching. London: Longman.

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

CILT, the National Centre for Languages, British Council, and Cambridge University Press (no date) ‘Language teaching’.

CLIL: A lesson framework | TeachingEnglish | British Council | BBC (no date). Available at: https://www.teachingenglish.org.uk/article/clil-a-lesson-framework.

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

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

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

‘Common European Framework’ (no date a). Available at: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf.

‘Common European Framework’ (no date b). Available at: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf.

‘Content and Language Integrated Learning (CLIL)’ (no date). Available at: 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. London: Arnold.

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

Cullen, R. (2007) ‘Teaching grammar as a liberating force’, ELT Journal, 62(3), pp. 221–230. Available at: 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), pp. 1–25. Available at: https://doi.org/10.1111/j.0023-8333.2005.00294.x.

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

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

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

Doughty, Catherine and Long, Michael H. (2003) The handbook of second language acquisition. Malden, MA: Blackwell Pub.

Dyer, B. (1996) ‘L1 and L2 composition theories: Hillocks’ “environmental mode” and task-based language teaching’, ELT Journal, 50(4), pp. 312–317. Available at: 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), pp. 412–424. Available at: https://doi.org/10.1017/S026144481700009X.

Eggins, Suzanne and Slade, Diana (1997) Analysing casual conversation. London: Cassell.

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

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

Eli Hinkel (2006) ‘Current Perspectives on Teaching the Four Skills’, TESOL Quarterly, 40(1), pp. 109–131. Available at: 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, pp. 1–46. Available at: https://doi.org/10.1111/j.1467-1770.2001.tb00013.x.

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

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

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

Ellis, R. et al. (2008a) ‘The effects of focused and unfocused written corrective feedback in an English as a foreign language context’, System, 36(3), pp. 353–371. Available at: https://doi.org/10.1016/j.system.2008.02.001.

Ellis, R. et al. (2008b) ‘The effects of focused and unfocused written corrective feedback in an English as a foreign language context’, System, 36(3), pp. 353–371. Available at: https://doi.org/10.1016/j.system.2008.02.001.

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

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

Ellis, Rod (2008c) The study of second language acquisition. 2nd ed. Oxford: Oxford University Press.

Ellis, R. (2009a) ‘Task-based language teaching: sorting out the misunderstandings’, International Journal of Applied Linguistics, 19(3), pp. 221–246. Available at: 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), pp. 221–246. Available at: 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), pp. 507–526. Available at: https://doi.org/10.1017/S0261444817000179.

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

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

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

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

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

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

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

Exams and qualifications | Cambridge English (no date a). Available at: http://www.cambridgeenglish.org/exams-and-qualifications/.

Exams and qualifications | Cambridge English (no date b). Available at: http://www.cambridgeenglish.org/exams-and-qualifications/.

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

Flowerdew, John and Miller, Lindsay (2005) Second Language Listening: Theory and Practice [electronic resource]. Cambridge: Cambridge University Press. Available at: 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). Available at: https://doi.org/10.1017/S0261444806003934.

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

Foster, P. and Skehan, P. (1999) ‘The influence of source of planning and focus of planning on task-based performance’, Language Teaching Research, 3(3), pp. 215–247. Available at: 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), pp. 385–407. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://academic.oup.com/applij/article/14/4/385/266448.

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

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

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

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

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

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

Grabe, William, Stoller, Fredricka L., and Dawson Books (2011) Teaching and researching reading [electronic resource]. 2nd ed. Harlow: Longman. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408205136.

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

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

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

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

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

Hall, G. and Dawson Books (2016a) The Routledge handbook of English language teaching. London: Routledge. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203.

Hall, G. and Dawson Books (2016b) The Routledge handbook of English language teaching. London: Routledge. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781315676203.

Hall, G. and Dawson Books (2016c) The Routledge handbook of English language teaching. London: Routledge. Available at: 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), pp. 31–38. Available at: https://doi.org/10.1093/elt/cci004.

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

Harsch, C. (2016) ‘Key concepts in ELT: Proficiency’, ELT Journal [Preprint]. Available at: https://doi.org/10.1093/elt/ccw067.

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

Hedge, Tricia (2005) Writing. 2nd ed. Oxford: Oxford University Press.

Herschensohn, Julia and Young-Scholten, Martha (2013) The Cambridge Handbook of Second Language Acquisition [electronic resource]. Cambridge: Cambridge University Press. Available at: 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. New York, N.Y.: Routledge.

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

Hinkel, E. (ed.) (2011) Handbook of research in second language teaching and learning: Volume II. New York: Routledge Handbooks Online. Available at: 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), pp. 269–277. Available at: https://doi.org/10.1093/elt/57.3.269.

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

Hughes, R. and Szczepek Reed, B. (2017) Teaching and researching speaking. Third edition. New York: Routledge.

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

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

Hyland, K. (2016) Teaching and researching writing. Third Edition. New York, NY: Routledge. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4177806.

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

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

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

‘International Journal of Applied Linguistics’ (no date a), Volume 19(Issue 3). Available at: 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’ (no date b), Volume 19(Issue 3). Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://onlinelibrary.wiley.com/doi/10.1111/ijal.2009.19.issue-3/issuetoc.

‘Is Grammar Innate?’ (no date). Available at: 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), pp. 187–198. Available at: https://doi.org/10.1093/elt/50.3.187.

Karimi, M.N. and 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), pp. 125–138. Available at: https://doi.org/10.1080/17501229.2012.726223.

‘Key concepts in ELT: Fluency’ (no date). Available at: 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 [electronic resource]. Cambridge: Cambridge University Press. Available at: 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), pp. 2–10. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/42784357.

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

Kroll, Barbara (2003) Exploring the dynamics of second language writing. Cambridge: Cambridge University Press.

Kumaravadivelu, B. (2006) Understanding language teaching: from method to post-method. Mahwah, N.J.: Lawrence Erlbaum Associates.

Kumaravadivelu, B. and B, Kumaravadivelu (2001) ‘Toward a Postmethod Pedagogy’, TESOL Quarterly, 35(4). Available at: https://doi.org/10.2307/3588427.

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

Larsen-Freeman, Diane and Anderson, Marti (2011) Techniques & principles in language teaching. 3rd ed. Oxford: Oxford University Press.

Levels Tests Menu (no date).

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

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

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

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

Lightbown, Patsy M. and Spada, Nina (2006a) How languages are learned. 3rd ed. Oxford: Oxford University Press.

Lightbown, Patsy M. and Spada, Nina (2006b) How languages are learned. 3rd ed. Oxford: Oxford University Press.

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

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

Loewen, S. (2004) ‘Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons’, Language Learning, 54(1), pp. 153–188. Available at: 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). Available at: 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), pp. 126–141. Available at: https://doi.org/10.1093/applin/4.2.126.

Long, Michael H. (2005) Second Language Needs Analysis [electronic resource]. Cambridge: Cambridge University Press. Available at: 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), pp. 311–320. Available at: https://doi.org/10.1093/elt/ccm050.

Lynch, Tony (2009) Teaching second language listening. Oxford: Oxford University Press.

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

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

Malamah-Thomas, Ann (1987) Classroom interaction. Oxford [Oxfordshire]: Oxford University Press.

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

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

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

McCrostie, J. (2007) ‘Examining learner vocabulary notebooks’, ELT Journal, 61(3), pp. 246–255. Available at: 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). Available at: https://doi.org/10.1017/S0272263105050047.

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

Mehran, E. et al. (no date) ‘Task-Based Learning Applied’. Available at: 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), pp. 130–138. Available at: 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), pp. 27–56. Available at: 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), pp. 118–141. Available at: 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), pp. 118–141. Available at: https://doi.org/10.1016/j.jslw.2006.01.003.

Mitchell, Rosamond and Myles, Florence (2004) Second language learning theories. 2nd ed. London: Arnold ; Distributed in the United States of America by Oxford University Press. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=564550.

Morrison, B. and Navarro, D. (2014) The autonomy approach: language learning in the classroom and beyond. Peaslake, Surrey: Delta Publishing.

Multiple Intelligences: Gardner’s Theory. ERIC Digest. (no date). Available at: http://www.ericdigests.org/1998-1/multiple.htm.

Muncie, J. (2000) ‘Using written teacher feedback in EFL composition classes’, ELT Journal, 54(1), pp. 47–53. Available at: https://doi.org/10.1093/elt/54.1.47.

Murphy, J. (2003) ‘Task-based learning: the interaction between tasks and learners’, ELT Journal, 57(4), pp. 352–360. Available at: https://doi.org/10.1093/elt/57.4.352.

Myles, F. (2010) ‘The development of theories of second language acquisition’, Language Teaching, 43(03), pp. 320–332. Available at: https://doi.org/10.1017/S0261444810000078.

Nassaji, H. and Fotos, S. (2004) ‘6. CURRENT DEVELOPMENTS IN RESEARCH ON THE TEACHING OF GRAMMAR’, Annual Review of Applied Linguistics, 24. Available at: https://doi.org/10.1017/S0267190504000066.

Nassaji, H. and Fotos, S. (2011) Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. New York, NY: Routledge.

Nassaji, Hossein (2011) Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. New York: Routledge.

Nation, I.S.P. (1990) Teaching and learning vocabulary. Boston, Mass: Heinle & Heinle.

Nation, I.S.P. (2013) Learning vocabulary in another language. Second edition. Cambridge: Cambridge University Press. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://doi.org/10.1017/CBO9781139858656.

Newton, J. (2001) ‘Options for vocabulary learning through communication tasks’, ELT Journal, 55(1), pp. 30–37. Available at: https://doi.org/10.1093/elt/55.1.30.

Nolasco, Rob and Arthur, Lois (1987) Conversation. Oxford: Oxford University Press.

Norris, J.M. and Ortega, L. (2000) ‘Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis’, Language Learning, 50(3), pp. 417–528. Available at: https://doi.org/10.1111/0023-8333.00136.

Nunan, D. (2003) Practical English language teaching. New York: McGraw-Hill/Contemporary.

Nunan, D. and Nunan, D. (2004) Task-based language teaching. Cambridge: Cambridge University Press.

Nunan, David (1995) Language teaching methodology: a textbook for teachers. Hemel Hempstead, Herts: Phoenix ELT.

Nuttall, C.E. (2005a) Teaching reading skills in a foreign language. [2nd ed.]. Oxford: Macmillan Education.

Nuttall, C.E. (2005b) Teaching reading skills in a foreign language. [2nd ed.]. Oxford: Macmillan Education. Available at: https://contentstore.cla.co.uk//secure/link?id=3c8a9f10-c940-e911-80cd-005056af4099.

O’Brien, T. (2004) ‘Writing in a foreign language: teaching and learning’, Language Teaching, 37(1), pp. 1–28. Available at: https://doi.org/10.1017/S0261444804002113.

O’Keeffe, Anne, McCarthy, Michael, and Carter, Ronald (2007) From corpus to classroom: language use and language teaching [electronic resource]. Cambridge: Cambridge University Press. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780511321733.

Oxford, R.L. (2011a) Teaching and researching language learning strategies. Harlow: Pearson.

Oxford, R.L. (2011b) Teaching and researching language learning strategies. Harlow: Pearson.

Oxford, R.L. (2017) Teaching and researching language learning strategies: self-regulation in context. Seond edition. New York, NY: Routledge, Taylor & Francis Group.

Oxford University Press (no date) ‘ELT journal’. Available at: https://eleanor.lib.gla.ac.uk/record=b2198751.

Paltridge, B. (1996) ‘Genre, text type, and the language learning classroom’, ELT Journal, 50(3), pp. 237–243. Available at: https://doi.org/10.1093/elt/50.3.237.

Paltridge, B. and Starfield, S. (eds) (2013) The handbook of English for specific purposes. Chicester, West Sussex: John Wiley & Sons, Inc. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1120617.

Paran, A. (2012) ‘Language skills: questions for teaching and learning’, ELT Journal, 66(4), pp. 450–458. Available at: https://doi.org/10.1093/elt/ccs045.

Phipps, S. and Borg, S. (2009) ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System, 37(3), pp. 380–390. Available at: https://doi.org/10.1016/j.system.2009.03.002.

Plag, I. (2003) Word-formation in English. Cambridge: Cambridge University Press.

Prabhu, N. S. (1987) Second language pedagogy. Oxford: Oxford University Press.

Pulverness, Alan and International Association of Teachers of English as a Foreign Language (2002) IATEFL: 36th International Annual Conference, Brighton, 24-27 March 2002. Whitstable: IATEFL.

Rassaei, E. (2014) ‘Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective’, The Modern Language Journal, 98(1), pp. 417–431. Available at: https://doi.org/10.1111/j.1540-4781.2014.12060.x.

Read, John A. S. (2000) Assessing vocabulary. Cambridge: Cambridge University Press.

‘Research in the Language Classroom’ (no date a). Available at: https://www.teachingenglish.org.uk/article/research-language-classroom.

‘Research in the Language Classroom’ (no date b). Available at: https://www.teachingenglish.org.uk/article/research-language-classroom.

Richards, Jack C. (1990) The language teaching matrix. Cambridge: Cambridge University Press.

Richards, Jack C. and Lockhart, Charles (1996) Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Richards, Jack C. and Renandya, Willy A. (2001) Methodology in language teaching: an anthology of current practice. New York, N.Y.: Cambridge University Press.

Richards, J.C. (2002) ‘30 Years of Tefl/Tesl: a Personal Reflection’, RELC Journal, 33(2), pp. 1–35. Available at: https://doi.org/10.1177/003368820203300201.

Richards, J.C. and Rodgers, T.S. (2014) Approaches and methods in language teaching. Third Edition. Cambridge: Cambridge University Press.

Richards, J.C. and Schmidt, R.W. (1983) Language and communication. London: Longman.

Ro, E. (2016) ‘Exploring teachers’ practices and students’ perceptions of the extensive reading approach in EAP reading classes’, Journal of English for Academic Purposes, 22, pp. 32–41. Available at: https://doi.org/10.1016/j.jeap.2016.01.006.

Robinson, P. (2011) ‘Task-Based Language Learning: A Review of Issues’, Language Learning, 61, pp. 1–36. Available at: https://doi.org/10.1111/j.1467-9922.2011.00641.x.

Rod Ellis (2006) ‘Current Issues in the Teaching of Grammar: An SLA Perspective’, TESOL Quarterly, 40(1), pp. 83–107. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/40264512.

Rod Ellis (no date) ‘TAKING THE CRITICS TO TASK: THE CASE FOR TASK-BASED TEACHING’. Available at: https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod.pdf.

Rollinson, P. (2005) ‘Using peer feedback in the ESL writing class’, ELT Journal, 59(1), pp. 23–30. Available at: https://doi.org/10.1093/elt/cci003.

Rost, Michael (1990) Listening in language learning. London: Longman.

Rutherford, William E. (1987) Second language grammar: learning and teaching. London: Longman. Available at: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1794269.

Samuda, Virginia and Bygate, Martin (2008) Tasks in second language learning. Basingstoke, UK ; New York: Palgrave Macmillan.

Saville-Troike, Muriel (2006) Introducing second language acquisition. Cambridge: Cambridge University Press.

Scheffler, P. and Cinciala, M. (2011a) ‘Explicit grammar rules and L2 acquisition’, ELT Journal, 65(1), pp. 13–23. Available at: https://doi.org/10.1093/elt/ccq019.

Scheffler, P. and Cinciala, M. (2011b) ‘Explicit grammar rules and L2 acquisition’, ELT Journal, 65(1), pp. 13–23. Available at: https://doi.org/10.1093/elt/ccq019.

Scheffler, P. and Cinciala, M. (2011c) ‘Explicit grammar rules and L2 acquisition’, ELT Journal, 65(1), pp. 13–23. Available at: https://doi.org/10.1093/elt/ccq019.

SCHMIDT, R.W. (1990a) ‘The Role of Consciousness in Second Language Learning1’, Applied Linguistics, 11(2), pp. 129–158. Available at: https://doi.org/10.1093/applin/11.2.129.

SCHMIDT, R.W. (1990b) ‘The Role of Consciousness in Second Language Learning1’, Applied Linguistics, 11(2), pp. 129–158. Available at: https://doi.org/10.1093/applin/11.2.129.

Schmitt, Norbert (2002) An introduction to applied linguistics. London: Arnold.

Schmitt, Norbert and McCarthy, Michael (1997) Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press.

Shaofeng, Li (no date) ‘Key Concepts in ELT: Oral corrective feedback’. Available at: https://doi.org/10.1093/elt/cct076.

Sheen, R. (1994) ‘A Critical Analysis of the Advocacy of the Task-Based Syllabus’, TESOL Quarterly, 28(1). Available at: https://doi.org/10.2307/3587202.

Sheen, R. (2002) ‘“Focus on form” and “focus on forms”’, ELT Journal, 56(3), pp. 303–305. Available at: https://doi.org/10.1093/elt/56.3.303.

Sheen, R. (2003) ‘Focus on form-a myth in the making?’, ELT Journal, 57(3), pp. 225–233. Available at: https://doi.org/10.1093/elt/57.3.225.

Sheen, R. (2006) ‘Comments on R. Ellis’s “Current Issues in the Teaching of Grammar: An SLA Perspective” A Reader Responds’, TESOL Quarterly, 40(4). Available at: https://doi.org/10.2307/40264312.

Shehadeh, A. and Coombe, C.A. (2012) Task-based language teaching in foreign language contexts: research and implementation. Amsterdam: John Benjamins Publishing Company.

Shibboleths of TEFL (no date). Available at: http://ihjournal.com/wp-content/uploads/journal/Issue_18.pdf.

Shin, D. and Nation, P. (2007) ‘Beyond single words: the most frequent collocations in spoken English’, ELT Journal, 62(4), pp. 339–348. Available at: https://doi.org/10.1093/elt/ccm091.

Singleton, David (1999) Exploring the second language mental lexicon. Cambridge: Cambridge University Press.

Skehan, P. (2002) ‘A non-marginal role for tasks’, ELT Journal, 56(3), pp. 289–295. Available at: https://doi.org/10.1093/elt/56.3.289.

Skehan, P. (2003) ‘Task-based instruction’, Language Teaching, 36(1), pp. 1–14. Available at: https://doi.org/10.1017/S026144480200188X.

Skehan, P. and Foster, P. (1999) ‘The Influence of Task Structure and Processing Conditions on Narrative Retellings’, Language Learning, 49(1), pp. 93–120. Available at: https://doi.org/10.1111/1467-9922.00071.

Skehan, Peter (1998) A cognitive approach to language learning. Oxford: Oxford University Press.

Sonbul, S. and Schmitt, N. (2010) ‘Direct teaching of vocabulary after reading: is it worth the effort?’, ELT Journal, 64(3), pp. 253–260. Available at: https://doi.org/10.1093/elt/ccp059.

Spada, N. (2011) ‘Beyond form-focused instruction: Reflections on past, present and future research’, Language Teaching, 44(02), pp. 225–236. Available at: https://doi.org/10.1017/S0261444810000224.

Spiro, J. (no date a) Changing methodologies in TESOL.

Spiro, J. (no date b) Changing methodologies in TESOL.

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) (no date). Available at: https://www.cluteinstitute.com/ojs/index.php/CIER/article/view/7606.

Sunny Hyon (1996) ‘Genre in Three Traditions: Implications for ESL’, TESOL Quarterly, 30(4), pp. 693–722. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/3587930.

Susan M. Gass, Alison MacKey and Teresa Pica (1998) ‘The Role of Input and Interaction in Second Language Acquisition: Introduction to the Special Issue’, The Modern Language Journal, 82(3). Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/329956.

SWAIN, M. and LAPKIN, S. (1995) ‘Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning’, Applied Linguistics, 16(3), pp. 371–391. Available at: https://doi.org/10.1093/applin/16.3.371.

Swan, M. (2005) ‘Legislation by Hypothesis: The Case of Task-Based Instruction’, Applied Linguistics, 26(3), pp. 376–401. Available at: https://doi.org/10.1093/applin/ami013.

‘System’ (no date).

Takeuchi, O. (2003) ‘What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context’, System, 31(3), pp. 385–392. Available at: https://doi.org/10.1016/S0346-251X(03)00049-6.

‘TEC13 Day 01: Dr B Kumaravadivelu - Keynote Address - YouTube’ (no date). Available at: https://www.youtube.com/watch?v=-YrvW6p5uG0.

TESOLacademic.org - Keynotes (recent) (no date). Available at: https://www.tesolacademic.org/keynotes-recent.

The Routledge applied linguistics reader (2011). Milton Park, Abingdon, Oxon: Routledge.

Thornbury, S. (2005) How to teach speaking. Harlow, Essex: Pearson Education Ltd.

Thornbury, Scott (1999) How to teach grammar. Harlow: Pearson Longman.

Thornbury, Scott (2002) How to teach vocabulary. Harlow: Longman.

Thornbury, Scott (2005) Uncovering grammar. Oxford: Macmillan Education.

Thornbury, Scott and Slade, Diana (2006) Conversation: From Description to Pedagogy [electronic resource]. Cambridge: Cambridge University Press. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://dx.doi.org/10.1017/CBO9780511733123.

Tomlinson, B. (2013) Applied linguistics and materials development. London: Bloomsbury Academic.

Tribble, Chris (1996) Writing. Oxford: Oxford University Press.

Tudor, Ian (2001) The dynamics of the language classroom. Cambridge: Cambridge University Press.

Vandergrift, L (1999) ‘Facilitating second language listening comprehension: acquiring successful strategies’, ELT Journal, 53(3), pp. 168–176. Available at: https://doi.org/10.1093/elt/53.3.168.

Vandergrift, Larry (1999) ‘Facilitating second language listening comprehension: acquiring successful strategies’, ELT Journal, 53(3), pp. 168–176. Available at: https://doi.org/10.1093/elt/53.3.168.

Vandergrift, L. and Tafaghodtari, M.H. (2010) ‘Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study’, Language Learning, 60(2), pp. 470–497. Available at: https://doi.org/10.1111/j.1467-9922.2009.00559.x.

Vandergrift, Larry (2012) Teaching and learning second language listening: metacognition in action. New York: Routledge.

VARONIS, E.M. and GASS, S. (1985) ‘Non-native/Non-native Conversations: A Model for Negotiation of Meaning’, Applied Linguistics, 6(1), pp. 71–90. Available at: https://doi.org/10.1093/applin/6.1.71.

Vickers, C.H. (2006) ‘Grammatical accuracy and learner autonomy in advanced writing’, ELT Journal, 60(2), pp. 109–116. Available at: https://doi.org/10.1093/elt/cci097.

Voices from the language classroom: qualitative research in second language education (1996a). Cambridge [England]: Cambridge University Press.

Voices from the language classroom: qualitative research in second language education (1996b). Cambridge [England]: Cambridge University Press.

Wajnryb, Ruth (1992) Classroom observation tasks: a resource book for language teachers and trainers. Cambridge: Cambridge University Press.

Wallace, Catherine (1992) Reading. Oxford: Oxford University Press.

Wallace, Michael J. (1998a) Action research for language teachers. Cambridge: Cambridge University Press.

Wallace, Michael J. (1998b) Action research for language teachers. Cambridge: Cambridge University Press.

Weigle, Sara Cushing (2002) Assessing writing. Cambridge: Cambridge University Press.

Weir, C.J. and Urquhart, A.H. (1998) Reading in a second language: process, product, and practice. London: Longman.

White, Ronald V. and Arndt, Valerie (1991) Process writing. London: Longman.

Widdowson, H. G. (1978) Teaching language as communication. Oxford: Oxford University Press.

Wilkins, D.A. (1974) Linguistics in language teaching. London: E. Arnold.

Williams, H. (2006) ‘Maths in the grammar classroom’, ELT Journal, 60(1), pp. 23–33. Available at: https://doi.org/10.1093/elt/cci078.

Willis, D. and University of Birmingham (1990) The lexical syllabus: a new approach to language teaching. London: HarperCollins.

Willis, Jane (1981) Teaching English through English: a course in classroom language and techniques. Harlow: Longman.

Willis, Jane R. (1996) A framework for task-based learning. Harlow: Longman.

Willis, Jane R. and Willis, Dave (1996a) Challenge and change in language teaching. Oxford: MacMillan Heinemann.

Willis, Jane R. and Willis, Dave (1996b) Challenge and change in language teaching. Oxford: MacMillan Heinemann.

Wilson, J.J. (2008) How to teach listening. Harlow: Pearson Longman. Available at: https://contentstore.cla.co.uk//secure/link?id=3d8a9f10-c940-e911-80cd-005056af4099.

Yeldham, M. (2016) ‘Second Language Listening Instruction: Comparing a Strategies-Based Approach With an Interactive, Strategies/Bottom-Up Skills Approach’, TESOL Quarterly, 50(2), pp. 394–420. Available at: https://doi.org/10.1002/tesq.233.

Yuan, F. (2003) ‘The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production’, Applied Linguistics, 24(1), pp. 1–27. Available at: https://doi.org/10.1093/applin/24.1.1.

Yuan, Y. (2016) ‘Yuan, Yuan:  Application of Task-based Learning in Chinese Context *’, Theory and Practice in Language Studies, 6(2), pp. 392–398. Available at: 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.

Zheng, X. and Borg, S. (2014) ‘Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices’, Language Teaching Research, 18(2), pp. 205–221. Available at: https://doi.org/10.1177/1362168813505941.