1.
Hall, G.: The Routledge handbook of English language teaching. Routledge Handbooks Online, London (2016).
2.
Hinkel, E.: Handbook of research in second language teaching and learning. Routledge, New York, N.Y. (2005).
3.
Paltridge, B., Starfield, S. eds: The handbook of English for specific purposes. John Wiley & Sons, Inc, Chicester, West Sussex (2013).
4.
Lightbown, P.M., Spada, N.: How languages are learned. Oxford University Press, Oxford (2013).
5.
Burns, Anne, Richards, Jack C.: The Cambridge guide to pedagogy and practice in second language teaching. Cambridge University Press, Cambridge (2012).
6.
Oxford University Press: ELT journal.
7.
American Association for Applied Linguistics, British Association for Applied Linguistics, International Association of Applied Linguistics, Oxford University Press: Applied linguistics.
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. Routledge, London (2016).
11.
Brown, H.D.: Principles of language learning and teaching: a course in second language acquisition. Pearson Education, White Plains, NY (2014).
12.
Saville-Troike, Muriel: Introducing second language acquisition. Cambridge University Press, Cambridge (2006).
13.
Spiro, J.: Changing methodologies in TESOL.
14.
Larsen-Freeman, Diane, Anderson, Marti: Techniques & principles in language teaching. Oxford University Press, Oxford (2011).
15.
Mitchell, Rosamond, Myles, Florence: Second language learning theories. Arnold ; Distributed in the United States of America by Oxford University Press, London (2004).
16.
Richards, J.C., Rodgers, T.S.: Approaches and methods in language teaching. Cambridge University Press, Cambridge (2014).
17.
Ellis, R.: Principles of instructed language learning. System. 33, 209–224 (2005). https://doi.org/10.1016/j.system.2004.12.006.
18.
Bax, S.: The end of CLT: a context approach to language teaching. ELT Journal. 57, 278–287 (2003). https://doi.org/10.1093/elt/57.3.278.
19.
Brown, K.: Encyclopedia of language & linguistics. Elsevier, Amsterdam (2006).
20.
Collinge, N. E.: An Encyclopaedia of language. Routledge, London (1990).
21.
Forty years of language teaching. Language Teaching. 40, (2007). https://doi.org/10.1017/S0261444806003934.
22.
Lightbown, P.: Anniversary article. Classroom SLA research and second language teaching. Applied Linguistics. 21, 431–462 (2000). https://doi.org/10.1093/applin/21.4.431.
23.
Kumaravadivelu, B.: Understanding language teaching: from method to post-method. Lawrence Erlbaum Associates, Mahwah, N.J. (2006).
24.
Ellis, Rod: Language teaching research and language pedagogy. John Wiley & Sons Inc, Chichester, West Sussex (2012).
25.
Byram, Michael: Routledge encyclopedia of language teaching and learning. Routledge, London (2013).
26.
Hedge, Tricia: Teaching and learning in the language classroom. Oxford University Press, Oxford (2000).
27.
Ellis, Rod: Understanding second language acquisition. Oxford University Press, Oxford (1985).
28.
Richards, Jack C., Renandya, Willy A.: Methodology in language teaching: an anthology of current practice. Cambridge University Press, New York, N.Y. (2001).
29.
Schmitt, Norbert: An introduction to applied linguistics. Arnold, London (2002).
30.
Carrió-Pastor, María Luisa: Content and language integrated learning: cultural diversity. Peter Lang, Bern (2009).
31.
The Routledge applied linguistics reader. Routledge, Milton Park, Abingdon, Oxon (2011).
32.
Myles, F.: The development of theories of second language acquisition. Language Teaching. 43, 320–332 (2010). https://doi.org/10.1017/S0261444810000078.
33.
Richards, J.C.: 30 Years of Tefl/Tesl: a Personal Reflection. RELC Journal. 33, 1–35 (2002). https://doi.org/10.1177/003368820203300201.
34.
McLaughlin, Barry: Theories of second-language learning. Edward Arnold, London (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. Routledge, London (2016).
39.
Ellis, R.: Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics. 19, 221–246 (2009). https://doi.org/10.1111/j.1473-4192.2009.00231.x.
40.
Ellis, Rod: Task-based language learning and teaching. Oxford University Press, Oxford (2003).
41.
Samuda, Virginia, Bygate, Martin: Tasks in second language learning. Palgrave Macmillan, Basingstoke, UK ; New York (2008).
42.
Willis, Jane R.: A framework for task-based learning. Longman, Harlow (1996).
43.
TESOLacademic.org - Keynotes (recent), https://www.tesolacademic.org/keynotes-recent.
44.
Shehadeh, A., Coombe, C.A.: Task-based language teaching in foreign language contexts: research and implementation. John Benjamins Publishing Company, Amsterdam (2012).
45.
Hinkel, E. ed: Handbook of research in second language teaching and learning: Volume II. Routledge Handbooks Online, New York (2011).
46.
SWAIN, M., LAPKIN, S.: Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning. Applied Linguistics. 16, 371–391 (1995). https://doi.org/10.1093/applin/16.3.371.
47.
International Journal of Applied Linguistics. Volume 19,.
48.
Bygate, Martin, Skehan, Peter, Swain, Merrill: Researching pedagogic tasks: second language learning, teaching and testing. Longman, Harlow (2001).
49.
Michael H. Long and Graham Crookes: Three Approaches to Task-Based Syllabus Design. TESOL Quarterly. 26, 27–56 (1992).
50.
Ellis, R.: Introduction: Investigating Form-Focused Instruction. Language Learning. 51, 1–46 (2001). https://doi.org/10.1111/j.1467-1770.2001.tb00013.x.
51.
LONG, M.H.: Native speaker/non-native speaker conversation and the negotiation of comprehensible input1. Applied Linguistics. 4, 126–141 (1983). https://doi.org/10.1093/applin/4.2.126.
52.
VARONIS, E.M., GASS, S.: Non-native/Non-native Conversations: A Model for Negotiation of Meaning. Applied Linguistics. 6, 71–90 (1985). https://doi.org/10.1093/applin/6.1.71.
53.
Herschensohn, Julia, Young-Scholten, Martha: The Cambridge Handbook of Second Language Acquisition. Cambridge University Press, Cambridge (2013).
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. 82, (1998).
55.
Mehran, E., Paul, K., Julia, M., Sally, Z.: 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. 40, (2007). https://doi.org/10.1017/S0261444807004363.
57.
East, M.: Research into practice: The task-based approach to instructed second language acquisition. Language Teaching. 50, 412–424 (2017). https://doi.org/10.1017/S026144481700009X.
58.
Ellis, R.: Position paper: Moving task-based language teaching forward. Language Teaching. 50, 507–526 (2017). https://doi.org/10.1017/S0261444817000179.
59.
Rod Ellis: TAKING THE CRITICS TO TASK: THE CASE FOR TASK-BASED TEACHING, 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. 19, 221–246 (2009). https://doi.org/10.1111/j.1473-4192.2009.00231.x.
61.
Robinson, P.: Task-Based Language Learning: A Review of Issues. Language Learning. 61, 1–36 (2011). https://doi.org/10.1111/j.1467-9922.2011.00641.x.
62.
Ellis, Rod: Task-based language learning and teaching. Oxford University Press, Oxford (2003).
63.
Nunan, D., Nunan, D.: Task-based language teaching. Cambridge University Press, Cambridge (2004).
64.
Swan, M.: Legislation by Hypothesis: The Case of Task-Based Instruction. Applied Linguistics. 26, 376–401 (2005). https://doi.org/10.1093/applin/ami013.
65.
Sheen, R.: A Critical Analysis of the Advocacy of the Task-Based Syllabus. TESOL Quarterly. 28, (1994). https://doi.org/10.2307/3587202.
66.
Zheng, X., Borg, S.: Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research. 18, 205–221 (2014). https://doi.org/10.1177/1362168813505941.
67.
Skehan, P.: Task-based instruction. Language Teaching. 36, 1–14 (2003). https://doi.org/10.1017/S026144480200188X.
68.
Yuan, Y.: Yuan, Yuan: Application of Task-based Learning in Chinese Context *. Theory and Practice in Language Studies. 6, 392–398 (2016).
69.
Bygate, Martin, Skehan, Peter, Swain, Merrill: Researching pedagogic tasks: second language learning, teaching and testing. Longman, Harlow (2001).
70.
Prabhu, N. S.: Second language pedagogy. Oxford University Press, Oxford (1987).
71.
Skehan, Peter: A cognitive approach to language learning. Oxford University Press, Oxford (1998).
72.
International Journal of Applied Linguistics. Volume 19,.
73.
Rutherford, William E.: Second language grammar: learning and teaching. Longman, London (1987).
74.
SCHMIDT, R.W.: The Role of Consciousness in Second Language Learning1. Applied Linguistics. 11, 129–158 (1990). https://doi.org/10.1093/applin/11.2.129.
75.
Willis, Jane R., Willis, Dave: Challenge and change in language teaching. MacMillan Heinemann, Oxford (1996).
76.
Hall, G.: The Routledge handbook of English language teaching. Routledge Handbooks Online, London (2016).
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. 35, (2001). https://doi.org/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. Oxford University Press, Oxford (2008).
83.
ALLWRIGHT, R.L.: The Importance of Interaction in Classroom Language Learning*. Applied Linguistics. 5, 156–171 (1984). https://doi.org/10.1093/applin/5.2.156.
84.
Lightbown, Patsy M., Spada, Nina: How languages are learned. Oxford University Press, Oxford (2006).
85.
Malamah-Thomas, Ann: Classroom interaction. Oxford University Press, Oxford [Oxfordshire] (1987).
86.
Wajnryb, Ruth: Classroom observation tasks: a resource book for language teachers and trainers. Cambridge University Press, Cambridge (1992).
87.
Allwright, Dick: Observation in the language classroom. Longman, London (1988).
88.
Allwright, Dick, Bailey, Kathleen M.: Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge University Press, Cambridge [England] (1991).
89.
Voices from the language classroom: qualitative research in second language education. Cambridge University Press, Cambridge [England] (1996).
90.
Breen, Michael P., Littlejohn, Andrew: Classroom decision-making: negotiation and process syllabuses in practice. Cambridge University Press, Cambridge (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. Arnold, London (2001).
93.
Ellis, R.: The study of second language acquisition. Oxford University Press, Oxford (2008).
94.
Griffiths, C.: Lessons from good language learners. Cambridge University Press, Cambridge (2008).
95.
Voices from the language classroom: qualitative research in second language education. Cambridge University Press, Cambridge [England] (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. Phoenix ELT, Hemel Hempstead, Herts (1995).
98.
Richards, Jack C.: The language teaching matrix. Cambridge University Press, Cambridge (1990).
99.
Richards, Jack C., Lockhart, Charles: Reflective teaching in second language classrooms. Cambridge University Press, Cambridge (1996).
100.
Wallace, Michael J.: Action research for language teachers. Cambridge University Press, Cambridge (1998).
101.
Willis, Jane: Teaching English through English: a course in classroom language and techniques. Longman, Harlow (1981).
102.
Chaudron, Craig: Second language classrooms: research on teaching and learning. Cambridge University Press, Cambridge (1988).
103.
Wallace, Michael J.: Action research for language teachers. Cambridge University Press, Cambridge (1998).
104.
Hall, G., Dawson Books: The Routledge handbook of English language teaching. Routledge, London (2016).
105.
Brown, H. Douglas: Principles of language learning and teaching. Pearson Longman, White Plains, N.Y. (2007).
106.
Ehrman, M.E., Leaver, B.L., Oxford, R.L.: A brief overview of individual differences in second language learning. System. 31, 313–330 (2003). https://doi.org/10.1016/S0346-251X(03)00045-9.
107.
Macaro, Ernesto: Learning strategies in foreign and second language classrooms. Continuum, London (2001).
108.
Benson, P.: Teaching and researching autonomy. Longman/Pearson, Harlow, England (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 University Press, Oxford (2007).
111.
Tudor, Ian: The dynamics of the language classroom. Cambridge University Press, Cambridge (2001).
112.
Dörnyei, Zoltán: The psychology of second language acquisition. Oxford University Press, Oxford (2009).
113.
Dörnyei, Zöltan: Motivational strategies in the language classroom. Cambridge University Press, Cambridge (2001).
114.
Dörnyei, Zoltán: The psychology of second language acquisition. Oxford University Press, Oxford (2009).
115.
Ellis, R.: The study of second language acquisition. Oxford University Press, Oxford (2008).
116.
Ehrman, M., Leaver, B.L.: Cognitive styles in the service of language learning. System. 31, 393–415 (2003). https://doi.org/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. 34, 384–398 (2006). https://doi.org/10.1016/j.system.2006.04.007.
118.
Griffiths, C.: Lessons from good language learners. Cambridge University Press, Cambridge (2008).
119.
Long, Michael H.: Second Language Needs Analysis. Cambridge University Press, Cambridge (2005).
120.
Lightbown, Patsy M., Spada, Nina: How languages are learned. Oxford University Press, Oxford (2006).
121.
Takeuchi, O.: What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System. 31, 385–392 (2003). https://doi.org/10.1016/S0346-251X(03)00049-6.
122.
Oxford, R.L.: Teaching and researching language learning strategies. Pearson, Harlow (2011).
123.
Morrison, B., Navarro, D.: The autonomy approach: language learning in the classroom and beyond. Delta Publishing, Peaslake, Surrey (2014).
124.
Oxford, R.L.: Teaching and researching language learning strategies: self-regulation in context. Routledge, Taylor & Francis Group, New York, NY (2017).
125.
McCarthy, Michael, O’Keeffe, Anne, Walsh, Steve: Vocabulary matrix: understanding, learning, teaching. Heinle, Cengage Learning, Andover (2010).
126.
Thornbury, Scott: How to teach vocabulary. Longman, Harlow (2002).
127.
Tomlinson, B.: Applied linguistics and materials development. Bloomsbury Academic, London (2013).
128.
Nunan, D.: Practical English language teaching. McGraw-Hill/Contemporary, New York (2003).
129.
Griffiths, C.: Lessons from good language learners. Cambridge University Press, Cambridge (2008).
130.
Carter, Ronald, McCarthy, Michael: Vocabulary and language teaching. Longman, London (1988).
131.
Hunston, Susan: Corpora in applied linguistics. Cambridge University Press, Cambridge (2002).
132.
Lewis, Michael: The lexical approach: the state of ELT and a way forward. Thomson Heinle, Australia (2002).
133.
Lewis, Michael, Gough, Cherry: Implementing the lexical approach: putting theory into practice. Thomson, Australia (2002).
134.
Nation, I.S.P.: Learning vocabulary in another language. Cambridge University Press, Cambridge (2013).
135.
O’Keeffe, Anne, McCarthy, Michael, Carter, Ronald: From corpus to classroom: language use and language teaching. Cambridge University Press, Cambridge (2007).
136.
Read, John A. S.: Assessing vocabulary. Cambridge University Press, Cambridge (2000).
137.
Schmitt, Norbert, McCarthy, Michael: Vocabulary: description, acquisition and pedagogy. Cambridge University Press, Cambridge (1997).
138.
Singleton, David: Exploring the second language mental lexicon. Cambridge University Press, Cambridge (1999).
139.
Krashen, S.D., Terrell, T.D.: The natural approach: language acquisition in the classroom. Pergamon Press, Oxford [Oxfordshire] (1983).
140.
Nation, I.S.P.: Teaching and learning vocabulary. Heinle & Heinle, Boston, Mass (1990).
141.
Plag, I.: Word-formation in English. Cambridge University Press, Cambridge (2003).
142.
Wilkins, D.A.: Linguistics in language teaching. E. Arnold, London (1974).
143.
Willis, D., University of Birmingham: The lexical syllabus: a new approach to language teaching. HarperCollins, London (1990).
144.
McCrostie, J.: Examining learner vocabulary notebooks. ELT Journal. 61, 246–255 (2007). https://doi.org/10.1093/elt/ccm032.
145.
Newton, J.: Options for vocabulary learning through communication tasks. ELT Journal. 55, 30–37 (2001). https://doi.org/10.1093/elt/55.1.30.
146.
Shin, D., Nation, P.: Beyond single words: the most frequent collocations in spoken English. ELT Journal. 62, 339–348 (2007). https://doi.org/10.1093/elt/ccm091.
147.
Sonbul, S., Schmitt, N.: Direct teaching of vocabulary after reading: is it worth the effort? ELT Journal. 64, 253–260 (2010). https://doi.org/10.1093/elt/ccp059.
148.
Coxhead, A.: A New Academic Word List. TESOL Quarterly. 34, (2000). https://doi.org/10.2307/3587951.
149.
AVERIL COXHEAD: The Academic Word List 10 Years On: Research and Teaching Implications. TESOL Quarterly. 45, 355–362 (2011).
150.
Ercan, G., Cicekli, I.: Using lexical chains for keyword extraction. Information Processing & Management. 43, 1705–1714 (2007). https://doi.org/10.1016/j.ipm.2007.01.015.
151.
Gardner, D., Davies, M.: A New Academic Vocabulary List. Applied Linguistics. 35, 305–327 (2014). https://doi.org/10.1093/applin/amt015.
152.
Hulstijn, J.H., Marchena, E.: Avoidance. Studies in Second Language Acquisition. 11, (1989). https://doi.org/10.1017/S0272263100008123.
153.
Richards, J.C., Schmidt, R.W.: Language and communication. Longman, London (1983).
155.
Karavas-Doukas, E.: Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal. 50, 187–198 (1996). https://doi.org/10.1093/elt/50.3.187.
156.
Spada, N.: Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching. 44, 225–236 (2011). https://doi.org/10.1017/S0261444810000224.
157.
Larsen-Freeman, D.: Research into practice: Grammar learning and teaching. Language Teaching. 48, 263–280 (2015). https://doi.org/10.1017/S0261444814000408.
158.
Rod Ellis: Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly. 40, 83–107 (2006).
159.
Sheen, R.: Comments on R. Ellis’s ‘Current Issues in the Teaching of Grammar: An SLA Perspective’ A Reader Responds. TESOL Quarterly. 40, (2006). https://doi.org/10.2307/40264312.
160.
Applied Linguistics — Special Issue: Complexity, Accuracy and Fluency (CAF) in Second Language Acquisition Research. 30,. https://doi.org/10.1093/applin/amp048.
161.
Nassaji, H., Fotos, S.: 6. CURRENT DEVELOPMENTS IN RESEARCH ON THE TEACHING OF GRAMMAR. Annual Review of Applied Linguistics. 24, (2004). https://doi.org/10.1017/S0267190504000066.
162.
Scheffler, P., Cinciala, M.: Explicit grammar rules and L2 acquisition. ELT Journal. 65, 13–23 (2011). https://doi.org/10.1093/elt/ccq019.
163.
Nassaji, Hossein: Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. Routledge, New York (2011).
164.
DeKeyser, R.M.: What Makes Learning Second-Language Grammar Difficult? A Review of Issues. Language Learning. 55, 1–25 (2005). https://doi.org/10.1111/j.0023-8333.2005.00294.x.
165.
Borg, S., Burns, A.: Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics. 29, 456–482 (2008). https://doi.org/10.1093/applin/amn020.
166.
Mackey, Alison: Input. Oxford University Press, Oxford (2012).
167.
Thornbury, Scott: Uncovering grammar. Macmillan Education, Oxford (2005).
168.
Gerngross, Günter: Teaching grammar creatively. Cambridge University Press, [Cambridge (2007).
169.
Thornbury, Scott: How to teach grammar. Pearson Longman, Harlow (1999).
170.
Batstone, Rob: Grammar. Oxford University Press, Oxford (1994).
171.
Scheffler, P., Cinciala, M.: Explicit grammar rules and L2 acquisition. ELT Journal. 65, 13–23 (2011). https://doi.org/10.1093/elt/ccq019.
172.
Borg, S., Burns, A.: Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics. 29, 456–482 (2008). https://doi.org/10.1093/applin/amn020.
173.
Garrett, P., Cots, J.M. eds: The Routledge handbook of language awareness. Routledge, New York (2018).
174.
Norris, J.M., Ortega, L.: Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning. 50, 417–528 (2000). https://doi.org/10.1111/0023-8333.00136.
175.
Phipps, S., Borg, S.: Exploring tensions between teachers’ grammar teaching beliefs and practices. System. 37, 380–390 (2009). https://doi.org/10.1016/j.system.2009.03.002.
176.
SCHMIDT, R.W.: The Role of Consciousness in Second Language Learning1. Applied Linguistics. 11, 129–158 (1990). https://doi.org/10.1093/applin/11.2.129.
177.
Cullen, R.: Teaching grammar as a liberating force. ELT Journal. 62, 221–230 (2007). https://doi.org/10.1093/elt/ccm042.
178.
Ellis, R., Basturkmen, H., Loewen, S.: Doing focus-on-form. System. 30, 419–432 (2002). https://doi.org/10.1016/S0346-251X(02)00047-7.
179.
Fotos, S.S.: Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction. Applied Linguistics. 14, 385–407 (1993).
180.
Loewen, S.: Uptake in Incidental Focus on Form in Meaning-Focused ESL Lessons. Language Learning. 54, 153–188 (2004). https://doi.org/10.1111/j.1467-9922.2004.00251.x.
181.
Sheen, R.: ‘Focus on form’ and ‘focus on forms’. ELT Journal. 56, 303–305 (2002). https://doi.org/10.1093/elt/56.3.303.
182.
Sheen, R.: Focus on form-a myth in the making? ELT Journal. 57, 225–233 (2003). https://doi.org/10.1093/elt/57.3.225.
183.
Burgess, J., Etherington, S.: Focus on grammatical form: explicit or implicit? System. 30, 433–458 (2002). https://doi.org/10.1016/S0346-251X(02)00048-9.
184.
Lewis, Michael: The lexical approach: the state of ELT and a way forward. Thomson Heinle, Australia (2002).
185.
Widdowson, H. G.: Teaching language as communication. Oxford University Press, Oxford (1978).
186.
Williams, H.: Maths in the grammar classroom. ELT Journal. 60, 23–33 (2006). https://doi.org/10.1093/elt/cci078.
187.
Scheffler, P., Cinciala, M.: Explicit grammar rules and L2 acquisition. ELT Journal. 65, 13–23 (2011). https://doi.org/10.1093/elt/ccq019.
188.
Nassaji, H., Fotos, S.: Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. Routledge, New York, NY (2011).
189.
McCarthy, M., O’Keeffe, A.: RESEARCH IN THE TEACHING OF SPEAKING. Annual Review of Applied Linguistics. 24, (2004). https://doi.org/10.1017/S0267190504000029.
190.
Paran, A.: Language skills: questions for teaching and learning. ELT Journal. 66, 450–458 (2012). https://doi.org/10.1093/elt/ccs045.
191.
Hinkel, E.: Current Perspectives on Teaching the Four Skills. TESOL Quarterly. 40, (2006). https://doi.org/10.2307/40264513.
192.
Hughes, R., Szczepek Reed, B.: Teaching and researching speaking. Routledge, New York (2017).
193.
Brown, H.D.: Principles of language learning and teaching: a course in second language acquisition. Pearson Education, White Plains, NY (2014).
194.
Key concepts in ELT: Fluency.
195.
Shaofeng, Li: Key Concepts in ELT: Oral corrective feedback. https://doi.org/10.1093/elt/cct076.
196.
Harsch, C.: Key concepts in ELT: Proficiency. ELT Journal. (2016). https://doi.org/10.1093/elt/ccw067.
197.
Housen, A., Kuiken, F.: Complexity, Accuracy, and Fluency in Second Language Acquisition. Applied Linguistics. 30, 461–473 (2009). https://doi.org/10.1093/applin/amp048.
198.
Doughty, Catherine, Long, Michael H.: The handbook of second language acquisition. Blackwell Pub, Malden, MA (2003).
199.
Lynch, T.: Learning from the transcripts of an oral communication task. ELT Journal. 61, 311–320 (2007). https://doi.org/10.1093/elt/ccm050.
200.
Thornbury, S.: How to teach speaking. Pearson Education Ltd, Harlow, Essex (2005).
201.
Bygate, Martin: Speaking. Oxford University Press, Oxford (1987).
202.
Nolasco, Rob, Arthur, Lois: Conversation. Oxford University Press, Oxford (1987).
203.
Ho, Y. -k.: Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal. 57, 269–277 (2003). https://doi.org/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. Multilingual Matters, Clevedon (1997).
207.
Alptekin, C.: Towards intercultural communicative competence in ELT. ELT Journal. 56, 57–64 (2002). https://doi.org/10.1093/elt/56.1.57.
208.
Thornbury, Scott, Slade, Diana: Conversation: From Description to Pedagogy. Cambridge University Press, Cambridge (2006).
209.
Eggins, Suzanne, Slade, Diana: Analysing casual conversation. Cassell, London (1997).
210.
Basturkmen, H.: Descriptions of spoken language for higher level learners: the example of questioning. ELT Journal. 55, 4–13 (2001). https://doi.org/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 University Press, Cambridge (1983).
212.
Biber, D., Leech, G.N., Conrad, S.: Longman student grammar of spoken and written English. Longman, Harlow (2002).
213.
Rassaei, E.: Scaffolded Feedback, Recasts, and L2 Development: A Sociocultural Perspective. The Modern Language Journal. 98, 417–431 (2014). https://doi.org/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. 28, (2006). https://doi.org/10.1017/S0272263106060141.
215.
McDonough, K.: IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS’ RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition. 27, (2005). https://doi.org/10.1017/S0272263105050047.
216.
Loewen, S.: INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING. Studies in Second Language Acquisition. 27, (2005). https://doi.org/10.1017/S0272263105050163.
217.
Mennim, P.: Rehearsed oral L2 output and reactive focus on form. ELT Journal. 57, 130–138 (2003). https://doi.org/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. 24, 1–27 (2003). https://doi.org/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. 3, 215–247 (1999). https://doi.org/10.1177/136216889900300303.
220.
Foster, P.: Negotiation for Meaning and Peer Assistance in Second Language Classrooms. Applied Linguistics. 26, 402–430 (2005). https://doi.org/10.1093/applin/ami014.
221.
Murphy, J.: Task-based learning: the interaction between tasks and learners. ELT Journal. 57, 352–360 (2003). https://doi.org/10.1093/elt/57.4.352.
222.
Skehan, P.: A non-marginal role for tasks. ELT Journal. 56, 289–295 (2002). https://doi.org/10.1093/elt/56.3.289.
223.
Skehan, P., Foster, P.: The Influence of Task Structure and Processing Conditions on Narrative Retellings. Language Learning. 49, 93–120 (1999). https://doi.org/10.1111/1467-9922.00071.
224.
Willis, Jane R., Willis, Dave: Challenge and change in language teaching. MacMillan Heinemann, Oxford (1996).
225.
Pulverness, Alan, International Association of Teachers of English as a Foreign Language: IATEFL: 36th International Annual Conference, Brighton, 24-27 March 2002. IATEFL, Whitstable (2002).
226.
Ahmadian, M.J., Mansouri, S.A., Ghominejad, S.: Language learners’ and teachers’ perceptions of task repetition. ELT Journal. 71, 467–477 (2017). https://doi.org/10.1093/elt/ccx011.
227.
Griffiths, C.: Lessons from good language learners. Cambridge University Press, Cambridge (2008).
228.
Lynch, Tony: Teaching second language listening. Oxford University Press, Oxford (2009).
229.
Eli Hinkel: Current Perspectives on Teaching the Four Skills. TESOL Quarterly. 40, 109–131 (2006).
230.
Nuttall, C.E.: Teaching reading skills in a foreign language. Macmillan Education, Oxford (2005).
231.
Yeldham, M.: Second Language Listening Instruction: Comparing a Strategies-Based Approach With an Interactive, Strategies/Bottom-Up Skills Approach. TESOL Quarterly. 50, 394–420 (2016). https://doi.org/10.1002/tesq.233.
232.
Wilson, J.J.: How to teach listening. Pearson Longman, Harlow (2008).
233.
Flowerdew, John, Miller, Lindsay: Second Language Listening: Theory and Practice. Cambridge University Press, Cambridge (2005).
234.
Field, J.: Listening in the language classroom. Cambridge University Press, Cambridge (2010).
235.
Rost, Michael: Listening in language learning. Longman, London (1990).
236.
Vandergrift, L.: Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal. 53, 168–176 (1999). https://doi.org/10.1093/elt/53.3.168.
237.
Vandergrift, Larry: Teaching and learning second language listening: metacognition in action. Routledge, New York (2012).
238.
Grabe, William, Stoller, Fredricka L., Dawson Books: Teaching and researching reading. Longman, Harlow (2011).
239.
Alderson, J.C.: Assessing reading. Cambridge University Press, Cambridge (2000).
240.
Koda, Keiko: Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge University Press, Cambridge (2005).
241.
Wallace, Catherine: Reading. Oxford University Press, Oxford (1992).
242.
Weir, C.J., Urquhart, A.H.: Reading in a second language: process, product, and practice. Longman, London (1998).
243.
Cohen, A.D., Macaro, E.: Language learner strategies: thirty years of research and practice. Oxford University Press, Oxford (2007).
244.
Oxford, R.L.: Teaching and researching language learning strategies. Pearson, Harlow (2011).
245.
Goh, C.: Metacognitive Instruction for Second Language Listening Development. RELC Journal. 39, 188–213 (2008). https://doi.org/10.1177/0033688208092184.
246.
Vandergrift, L.: Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal. 53, 168–176 (1999). https://doi.org/10.1093/elt/53.3.168.
247.
Vandergrift, L., Tafaghodtari, M.H.: Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning. 60, 470–497 (2010). https://doi.org/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. n/a-n/a (2013). https://doi.org/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. 37, 47–63 (2007). https://doi.org/10.1080/10790195.2007.10850197.
250.
Gibson, S.: Reading aloud: a useful learning tool? ELT Journal. 62, 29–36 (2008). https://doi.org/10.1093/elt/ccm075.
251.
Karimi, M.N., Shabani, M.B.: Comparing the strategic behavior of more successful vs. less successful readers of multiple technical reading texts. Innovation in Language Learning and Teaching. 7, 125–138 (2013). https://doi.org/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. 37, 640–651 (2009). https://doi.org/10.1016/j.system.2009.09.008.
254.
Kouider Mokhtari and Ravi Sheorey: Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education. 25, 2–10 (2002).
255.
Ro, E.: Exploring teachers’ practices and students’ perceptions of the extensive reading approach in EAP reading classes. Journal of English for Academic Purposes. 22, 32–41 (2016). https://doi.org/10.1016/j.jeap.2016.01.006.
256.
Nuttall, C.E.: Teaching reading skills in a foreign language. Macmillan Education, Oxford (2005).
257.
Harmer, Jeremy: How to teach writing. Longman, Harlow (2004).
258.
Hedge, Tricia: Writing. Oxford University Press, Oxford (2005).
259.
Hyland, Ken, Hyland, Fiona: Feedback in Second Language Writing: Contexts and Issues. Cambridge University Press, Cambridge (2006).
260.
Kroll, Barbara: Exploring the dynamics of second language writing. Cambridge University Press, Cambridge (2003).
261.
Tribble, Chris: Writing. Oxford University Press, Oxford (1996).
262.
Weigle, Sara Cushing: Assessing writing. Cambridge University Press, Cambridge (2002).
263.
White, Ronald V., Arndt, Valerie: Process writing. Longman, London (1991).
264.
Hyland, K.: Teaching and researching writing. Routledge, New York, NY (2016).
265.
Badger, R., White, G.: A process genre approach to teaching writing. ELT Journal. 54, 153–160 (2000). https://doi.org/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. 31, 193–214 (2010). https://doi.org/10.1093/applin/amp016.
267.
Boughey, C.: Learning to write by writing to learn: a group-work approach. ELT Journal. 51, 126–134 (1997). https://doi.org/10.1093/elt/51.2.126.
268.
Dyer, B.: L1 and L2 composition theories: Hillocks’ ‘environmental mode’ and task-based language teaching. ELT Journal. 50, 312–317 (1996). https://doi.org/10.1093/elt/50.4.312.
269.
Sunny Hyon: Genre in Three Traditions: Implications for ESL. TESOL Quarterly. 30, 693–722 (1996).
270.
Hyland, K., Hyland, F.: Feedback on second language students’ writing. Language Teaching. 39, (2006). https://doi.org/10.1017/S0261444806003399.
271.
Muncie, J.: Using written teacher feedback in EFL composition classes. ELT Journal. 54, 47–53 (2000). https://doi.org/10.1093/elt/54.1.47.
272.
O’Brien, T.: Writing in a foreign language: teaching and learning. Language Teaching. 37, 1–28 (2004). https://doi.org/10.1017/S0261444804002113.
273.
Paltridge, B.: Genre, text type, and the language learning classroom. ELT Journal. 50, 237–243 (1996). https://doi.org/10.1093/elt/50.3.237.
274.
Rollinson, P.: Using peer feedback in the ESL writing class. ELT Journal. 59, 23–30 (2005). https://doi.org/10.1093/elt/cci003.
275.
Vickers, C.H.: Grammatical accuracy and learner autonomy in advanced writing. ELT Journal. 60, 109–116 (2006). https://doi.org/10.1093/elt/cci097.
276.
Ellis, R., Sheen, Y., Murakami, M., Takashima, H.: The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System. 36, 353–371 (2008). https://doi.org/10.1016/j.system.2008.02.001.
277.
Ellis, R., Sheen, Y., Murakami, M., Takashima, H.: The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System. 36, 353–371 (2008). https://doi.org/10.1016/j.system.2008.02.001.
278.
Ellis, R.: A typology of written corrective feedback types. ELT Journal. 63, 97–107 (2008). https://doi.org/10.1093/elt/ccn023.
279.
Balfour, S.P.: Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer ReviewTM. Research and Practice in Assessment. 8, (2013).
280.
Hansen, J.G.: Guiding principles for effective peer response. ELT Journal. 59, 31–38 (2005). https://doi.org/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. 15, 118–141 (2006). https://doi.org/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. 63, 97–107 (2008). https://doi.org/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. 15, 118–141 (2006). https://doi.org/10.1016/j.jslw.2006.01.003.
