Bibliography

  1. Abbs, B. Ayton, A. and I. Freebairn (1975) Strategies. London: Longman. Anderson, A. and T. Lynch (1988) Listening. Oxford: Oxford University Press.

  2. Allen, J.P.B and H.G. Widdowson (1978) English in social studies (English in Focus series). Oxford: Oxford University Press.

  3. Banbrook, L. and P. Skehan (1990) Classrooms and display questions. In C. Brumfit and R. Mitchell (Eds.), Research in the language classroom, (ELT Documents 133). London: Modern English Publications in association with the British Council. 141-152.

  4. Beretta, A. (1989) Attention to form or meaning?: Error treatment in the Bangalore Project. TESOL Quarterly, 23:283-303.Bottomley et al., 1994

  5. Breen, M.P. (1984) Process syllabuses for the language classroom. In C.J. Brumfit (Ed.), General English syllabus design (ELT Documents 118). Oxford: Pergamon and the British Council. 47-60. Breen, M.P. (1985) Authenticity in the language classroom. Applied Linguistics, 6(1):60-70.

  6. Breen, M.P. (1987) Learner contributions to task design. In C.N. Candlin and D.F. Murphy (Eds.), Language learning tasks, Lancaster practical papers in English language education, (7):23-46. Hemel Hempstead: Prentice Hall International (UK).

  7. Breen, M.P. and C.N. Candlin (1980) The essentials of a communicative curriculum. Applied Linguistics, 1(2): 89-111. Brindley, G. (1984). Needs analysis and objective-setting in the Adult Migrant Education Program. Sydney: Adult Migrant Education Service.

  8. Brindley, G. and S. Hood (1991) Curriculum innovation in adult ESL. In G. Brindley (Ed.), The second language curriculum in action. Sydney: NCELTR, Macquarie University. 232-248. Brock, C. (1986) The effect of referential questions on ESL classroom discourse. TESOL Quarterly, 20:47-60.

  9. Brown, G. and G. Yule (1983) Teaching the spoken language. Cambridge: Cambridge University Press.

  10. Budd, R. and T. Wright (1992) Putting a process syllabus into practice. In D. Nunan (Ed.), Collaborative language learning and teaching. Cambridge: Cambridge University Press. 208-229.

  11. Candlin, C.N. (1984a) Syllabus design as a critical process. In C.J. Brumfit (Ed.), General English syllabus design (ELT Documents 118). Oxford: Pergamon and the British Council. 29-46.

  12. Candlin, C.N. (1984b) Applying a systems approach to curriculum innovation in the public sector. In J.A.S Read (Ed.), Trends in language syllabus design. Singapore: Singapore University Press for SEAMEO-RELC.151-179.

  13. Candlin, C.N. (1987) Towards task-based language learning. In C.N. Candlin and D.F. Murphy (Eds.), Language learning tasks, Lancaster practical papers in English language education, (7):5-22. Hemel Hempstead: Prentice Hall International (UK).

  14. Candlin, C.N., C.J. Bruton, J.H. Leather and E.G. Woods (1981) Designing modular materials for communicative language learning; an example: Doctor-patient communication skills. In L. Selinker, E. Tarone and V. Hanzeli (Eds.), English for academic and technical purposes. Rowley, Mass.: Newbury House.

  15. Clarke, D.F. (1991) The negotiated syllabus: What is it and how is it likely to work? Applied Linguistics, 12(1):13-28.

  16. Crookes, G. (1986) Task classification: A cross-disciplinary review. Technical report #4. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i at Manoa.

  17. Doughty, C. and T. Pica (1986) "Information gap" tasks: Do they facilitate second language acqusition? TESOL Quarterly, 20:305-325.

  18. Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1-23.
  19. Hutchinson, T. and A. Waters (1987) English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.

  20. Johnson, K. (1982) Five principles in a communicative exercise type. In K. Johnson (Ed.), Communicative syllabus design and methodology. Oxford: Pergamon. 163-175.

  21. Kiniry, M. and E. Strenski (1985) Sequencing expository writing: A recursive approach. College Composition and Communication, 36(2):191-202.

  22. Kouraogo, P. (1987) EFL curriculum renewal and INSET in difficult circumstances. ELT Journal, 41(3):171-178.

  23. Krashen, S.D. (1981) Second language acquisition and second language learning. Oxford: Pergamon.

  24. >Krashen, S.D. (1982) Principles and practice in second language acquisition. Oxford. Pergamon.

  25. Krashen, S.D. (1985) The input hypothesis: Issues and implications. New York: Longman.

  26. Kumaravadivelu, B. (1991) Language learning tasks: Teacher intention and learner interpretation. ELT Journal, 45:98-107.

  27. Kumaravadivelu, B. (1993a) Maximizing learning potential in the communicative classroom. ELT Journal, 47(1):12-21.

  28. Kumaravadivelu, B. (1993b) The name of the task and the task of naming: Methodological aspects of task-based pedagogy. In G. Crookes and S.M. Gass (Eds.), Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters. 69-96.

  29. Leech, G. and J. Svartvik (1975) A communicative grammar of English. London: Longman.

  30. Long, M.H. (1981) Input, interaction and second language acquisition. Unpublished doctoral dissertation, University of California at Los Angeles.

  31. Long, M.H. (1983a). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2):126-141.

  32. Long, M.H. (1983b). Linguistic and conversational adjustments of non-native speakers. Studies in Second Language Acquisition, 5, 177-193.

  33. Long, M.H. (1985) A role for instruction in second language acquisition. In K. Hyltenstam and M. Pienemann (Eds.) Modelling and assessing second language acquisition. Clevedon, Avon: Multilingual Matters. 77-100.

    Long, M.H. (1989a) Task, group, and task-group interactions. University of Hawai’i Working papers in ESL, 8(2):1-26.

  34. Long, M.H. (1989b) Second language classroom research and teacher education. In C. Brumfit and R. Mitchell (Eds.), Research in the language classroom, (ELT Documents 133). London: Modern English Publications in association with the British Council. 161-170.

  35. Long, M.H. (1991) Focus on form: A design feature in language teaching methodology. In K. de Bot, R.B. Ginsberg and C. Kramsch (Eds.), Foreign language research in perspective. Amsterdam/Philadelphia: John Benjamins Publishing Company. 39-51.

  36. Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie and T.K. Bhatia (Eds.), Handbook of second language acquisition, (pp. 414-468). New York: Academic Press.

  37. Long, M.H. and Crookes, G. (1992) Three approaches to task-based syllabus design. TESOL Quarterly 26(1):27-56.

  38. Long, M.H. and Crookes, G. (1993) Units of analysis in syllabus design: The case for task. In G. Crookes and S.M. Gass (Eds.), Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters. 9-54.
  39. Long, M.H. and Porter, P. A. (1985) Group work, interlanguage talk and second language acquisition. TESOL Quarterly, 19(2):207-228.

  40. Long, M.H. and Sato, C.J. (1983) Classroom foreigner talk discourse: Forms and functions of teachers’ questions. In H.W. Seliger and M.H. Long (Eds.), Classroom oriented research in second language acquisition. Rowley, Mass.: Newbury House. 268-285.

  41. Loshky, L. and R. Bley-Vroman (1993) Grammar and task-based methodology. In G. Crookes and S.M. Gass (Eds.), Tasks and Language Learning: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters. 123-167.

  42. Markee, N.P.P. (1995). Teachers’ answers to students’ questions: Problematizing the issue of making meaning. Issues in Applied Linguistics, 6, 63-92.

  43. Markee, N.P.P. (1997a). Managing curricular innovation. New York: Cambridge University Press.

  44. Markee, N.P.P. (1997b) SLA research: A resource for changing teachers’ professional cultures? Modern Language Journal 81(1): 80-93.

  45. Nunan, D. (1985) Content familiarity and the perception of textual relationships in second language reading. RELC Journal, 16:43-51.

  46. Nunan, D. (1988) The learner-centered curriculum. Cambridge: Cambridge University Press.

  47. Nunan, D. (1989) Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

  48. Nunan, D. (1990) Action research in the language classroom. In J.C. Richards and D. Nunan (Eds.), Second language teacher education. Cambridge: Cambridge University Press. 62-81.

  49. Nunan, D. (1991) Communicative tasks and the language curriculum. TESOL Quarterly, 25(2):279-296.

  50. Nunan, D. (1993) Task-based syllabus design: Selecting, grading and sequencing tasks. In G. Crookes and S.M. Gass (Eds.), Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters. 55-68.

  51. Nunan, D. (with Byrnes, F.) (1995) Atlas, Teacher’ extended edition, Volumes 1-4. Boston, MA: Heinle & Heinle.

  52. Pica, T. (1987) Second language acquisition, social interaction and the classroom. Applied Linguistics, 8:3-21.

  53. Pica, T, R. Kanagy and J. Falodun (1993) Choosing and using communication tasks for second language instruction. In G. Crookes and S.M. Gass (Eds.), Tasks and Language Learning: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters. 9-34.

  54. Porter, P.A. (1986) How learners talk to each other: Input and interaction in task-centered discussions. In R.R. Day (Ed.), Talking to learn. Rowley, Mass.: Newbury House. 200-224.

  55. Prabhu, N.S. (1984) Procedural syllabuses. In J.A.S. Read (Ed.), Trends in language syllabus design. Singapore: SEAMEO-RELC. 272-280.

  56. Prabhu, N.S. (1985) Coping with the unknown in language pedagogy. In R. Quirk and H.G. Widdowson (Eds.), English in the world. Cambridge: Cambridge University Press. 164-173.

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

  58. Richards, J.C., J. Platt and H. Webber (1985) Longman Dictionary of applied linguistics. London. Longman.

  59. Samuda, V. and P.L. Rounds (1993) Critical episodes: Reference points for analyzing a task in action. In G. Crookes and S.M. Gass (Eds.), Tasks in a Pedagogical Context: Integrating Theory and Practice. Clevedon, Avon: Multilingual Matters. 125-138.

  60. Swaffar, J.K., K. Arens and M. Morgan (1982) Teacher classroom practices: Redefining method as task hierarchy. Modern Languages Journal, 66:24-33.

  61. Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass amd C. Madden (Eds.), Input in second language acquisition. Rowley, Mass.: Newbury House. 235-253.

  62. Swain, M. (1995) Collaborative dialogue: Its contribution to second language learning. Plenary paper presented at the Annual AAAL Conference, Long Beach, Ca. March 1995.

  63. Tickoo, M. L. (1994) Task-based teaching for acquisition-poor environments: Forward and away from Bangalore. In B. Kenny and W. Savage (Eds.), Language and development: Teachers in a changing world. London: Longman.

  64. White, R.V. (1988) The ELT curriculum: Design, innovation and management. Chapter 1. Oxford: Basil Blackwell.

  65. Wilkins, D.A. (1976) Notional syllabuses. Chapter 1. Oxford: Oxford University Press.





TBC: Bibliography
GO BACK TO: Homepage


[Home] [Topics Index] [WebBoard]
Copyright by University of Illinois at Urbana-Champaign, 1998