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1       Rutherford, William E. (1982). Markedness in second language acquisition. Language Learning, 32, 85-107.

2       Long, Michael H. (1983). Does second language instruction make a difference? A Review of Research. TESOL Qtr Vol. 17, No. 3, 359-382.

3       Pica, Teresa. (1983). Adult acquisition of English as a Second language under Different Conditions of Exposure. Language Learning, Vol. 33 No. 4, 465-497.

4       Schachter, Jacquelyn. (1974). An Error in error Analysis. Language Learning Vol. 24, No. 2, 205-214.

*4'     Zobl, Helmut. (1983). Markedness and the projection problem. Language Learning, 33: 293-313.

 

Language Anxiety

5       Steinberg, FS. & Horwits, EK. (1986). The Effect of Induced Anxiety on the Denotative and Interpretive Content of Second Language Speech. TESOL Qtr., 20, 131-136.

6       Kleinmann, Howard H. (1977). Avoidance Behavior in Adult Second Language Acquisition. LL, 27, 93-107.

7       Ehrman, Madeline., & Oxford, Rebecca. (1989). Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies. Modern Language Journal, 73, 1-13.

 

Learning Strategies

8       Chamot, Anna Uhl., & Kupper Lisa. (1989). Learning Strategies in Foreign Language Instruction. Foreign Language annals, 22, 13-24.

 

Monitor hypo, Input hypo, and natural approach

9       Terrell, T.D. (1982). The Natural Approach to language Teaching: An Update. Modern Language Journal, 66, 121-131.

10     Terrell, Tracy David. (1986). Acquisition in the Natural Approach: The Binding/Access Framework. MLJ, 70, 213-227.

 

Amae

11     L., Takeo Doi. (1973). The Japanese patterns of communication and the concept of Amae. Quarterly Journal of Speech 1973, 59 (2), pp. 180-185.

12     L., Takeo Doi. (1962). Amae: A key concept for understanding Japanese personality structure. In Smith, R.J., & Beardsley, R.K. eds. Japanese Culture: Its Development and Characteristics. Chicago: Aldine Publishing Co.

 

Learning variables

13    Chastain, Kenneth. (1975). Affective and ability factors in second-language acquisition. LL 25, pp. 153-161.

 

Learning variables

14     Brown, H. Douglas. (1973). Affective variables in second language acquisition. Language Learning, 23, pp. 231-244.

 

Language Anxiety

15     Lucas, Jenifer. (1984). Communication Apprehension in the ESL Classroom: Getting our students to talk. Foreign Language Annals, 17 No. 6, pp. 593-598.

CAI and SLA

16     Chapelle, Carol., & Jamieson, Joan. (1986). Computer-Assisted language Learning as a Predictor of Success in Acquiring English as a Second Language. TESOL Qtr. Vol. 20, No. 1, March 1986.

Language anxiety

17     Lalonde, RN., & Gardner, RC. (1984). Investigating a causal model of second language acquisition: Where does personality fit? Canadian Journal of Behavioral Science, 15, 224-237.

18     Zimbardo, Phillip G. (1977). Shyness can be a quiet yet devastating problem. Learning 6, 68-72.

 

Communication

19     Burleson, B., & S., Kline. (1979). Habermas' Theory of communication: C Critical Explanation. Quarterly Journal of Speech 65, 412-428.

 

Language & Culture

20     Robert, Kaplan. (1966). Cultural Thought Patterns in inter-cultural communication. Language Learning 16, pp. 3-20.

 

Language learning Strategies

21     Brown, H.D. (1984). The consensus: Another View. Foreign Language Annals, 17 (4), 277-280.

Language Transfer (from Odlin)

22     Singler, John. (1988). The homogeneity of the substrate as a factor in pidgin/creole genesis. Language 64: 27-51.

23     White, Lidia. (1985). The pro-drop parameter in adult second language acquisition. Language Learning 35: 47-62.

24     Godard, Daniele. (1977). Same setting, different norms: Phone call beginnings in France and the United States. Language in Society 6: 209-219.

25     Oyama, Susan. (1976). A sensitive periods for the acquisition of a nonnative phonological system. Journal of Psycholinguistic Research 5: 261-285.

 

Language Anxiety

26     Clement, R., Gardner, R.C., & Smythe, P.C. (1977). Motivational variables in second language acquisition: a study of francophone’s learning English. Canadian Journal of Behavioral Science, 9, 123-133.

27     Clement, Gardner, Smythe. (1980). Social and individual factors in second language acquisition. Canadian Journal of Behavioral science, 12, 293-302.

28     Labrie, N., & Clement, R. (1986). Ethnolinguistic vitality, self-confidence and second language proficiency: an investigation. Journal of Multilingual and Multicultural development, 7, 269-282.

29     Lamb, D.H. (1972). Speech anxiety: towards a theoretical conceptualization and preliminary scale development. Speech Monographs, 39, 62-67.

30     Pak, A. W-P., Dion, K.L., & Dion, K.K. (1985). Correlates of self-confidence with English among Chinese students in Toronto. Canadian Journal of Behavioral Science, 17, 369-378.

 

SLA & Language Transfer

31     Dulay, H.C., & Burt, M.K. (1973). Should we teach children syntax? Language Learning, 23, No.2: 245-258.

32     Dulay, H.C., & Burt, M.K. (1974). Natural sequences in child second language acquisition. Language Learning, 24: 37-53.

(33 same as 119) Hakuta, Kenji. (1976). A case study of Japanese child learning English as a second language. Language Learning, 26 (2): 321-351.

34     Carrell, Patricia L., & Konneker, Beverly H. (1981). Politeness: comparing native and nonnative judgements. Language Learning, 31: 17-30.

35     Borkin, Ann., & Reinhart, Susan M. (1978). Excuse me and I'm sorry. TESOL Qtr., 12 (1): 57-69.

36     Richards, Jack C. (1980). Conversation. TESOL Qtr., 14: 413-432.

37     Pica, Teresa. (1984). L1 transfer and L2 complexity as factors in syllabus design. TESOL Qtr., 18 (4): 689-704.

 

Attitude and proficiency, & Dictation

38     Chihara, Tetsuro., & Oller, John W., Jr. (1976)? Attitudes and attained proficiency in EFL: A sociolinguistic study of adult Japanese speakers. Language Learning, 28 (1): 55-68.

39     Savignon, Sandra J. (1982). Dictation as a measure of communicative competence in French as a second language. Language Learning, 32: 33-51.

Culture and language

39     Rogers, Terence., & Izutsu, Satoru. (1980). The Japanese. In John F. McDermott, Jr., et. al. eds., People and cultures of Hawaii - A psychocultural profile. Hawaii, Honolulu: the Univ. of Hawaii Press.

40     Kimura, Shozaburo. ?. Japanese society and Culture - Spirit and Form. In Nihon no subete.

41     Koreo, Kinoshita. (198?. Language habits of the Japanese. ???

 

Communication anxiety

42     McCroskey, J.C., Beatty, M.J. (1984). Communication apprehension and accumulated communication state anxiety experiences: a research note. Communication Monographs, 51, 79-84.

43     Taylor, Janet A. (1953). A personality scale of manifest anxiety. Journal of Abnormal and Social Psychology, 48, 285-290.

44     Werner, Osward., & Donald T. Campbell. (1973). Translating, Working through interpreters, and the problem of decentering. In Naroll, R., & R. Cohen, eds., A handbook of method in cultural anthropology. NY & London: Columbia University Press.

45     Birdsong, David., & Terence, Odlin. (1983). If Whorf was on the right track: a review essay of The Linguistic shaping of thought: a study in the impact of language and thinking in China and the West by Alfred H. Bloom. LL 33: 401-412.

46     Strick, Gregory. (1980). A hypothesis for semantic development in a second language. LL 30: 155-176.

47     Zobl. (1980). The formal and developmental selectivity of L1 influence on L2 acquisition. LL 30: 43-57.

48     Zobl. (1982). A direction for contrastive analysis: the comparative study of developmental sequences. TESOL Qtr. 16: 169-83.

49     Lujan, Marta., Liliana, Minaya., and David, Sankoff. (1984). The universal consistency hypothesis and prediction of word order acquisition stages n the speech of bilingual children. Language 60: 343-371.

50     Gass, Susan. (1984). A review of interlanguage syntax: language transfer and language universals. LL 34: 115-32.

51     Keller-Cohen, Deborah. (1979). Systematicity and variation in the nonnative child's acquisition of conversational skills. LL 29: 27-44.

52     Tarone, Elaine. (1979). Interlanguage as chameleon. LL 29: 181-191.

53     Sato, Charlene. (1984). Phonological processes in second language acquisition: another look at interlnaguage syllable structure. LL 34: 43-57.

54     Altenberg, Evelyn., and Robert, Vago. (1983). Theoretical implications of an aeeor analysis of second language phonology. LL 33: 427-447.

55     Purcell, Edward., and Richard, Suter. (1980). Predictors of pronunciation accuracy: a reexamination. LL 30: 271-287.

56     Flege, James. (1981). Phonological basis of foreign accent. LL 30: 117-134.

57     Beebe, Leslie. (1980). Sociolinguistic variation and style shifting in second language acquisition. LL 30: 433-447.

58     Andersen, Roger. (1984). The one to one principle of interlanguage construction. LL 34: 77-95.

59     Biber, Douglas. (1986). Spoken and written textual dimensions of English. Language 62: 384-414.

60     Carrell, Patricia. (1982). Cohesion is not coherence. TESOL Qtr. 16: 479-488.

61     Gilsan, Eileen. (1985). The effect of word order on listening comprehension and pattern retention: an experiment in Spanish as a foreign language. LL 35: 443-472.

62     Ioup, Georgette. (1984). Is there a structural foreign accent? A comparison of syntactic and phonological errors in a second language. LL 34: 1-17.

63     Krashen, Dtephen., Michael, Long., and Robin, Scarcella. (1979). Age, rate and eventual attainment in second language acquisition. TESOL Qtr. 13: 573-582.

64     Mohan, Bernard., and Winnie Au-Yeung Lo. (1985). Academic writing and Chinese students: transfer and developmental factors. TESOL Qtr. 19: 515-534.

65     Paulston, Christina. (1978). Biculturalism: some reflections and speculations. TESOL Qtr. 12: 369-380.

66     Scarcella, Robin. (1984). How writers orient their readers in expository essays: a comparative study of native and non-native English writers. TESOL Qtr. 12: 369-380.

67     Wolfson, Nessa. (1981). Compliments in cross-cultural perspective. TESOL Qtr. 15: 117-124.

68     Carson, et. al. (1990). Reading-writing relationships in first and second language. TESOL Qtr. 24: 177-195.

69     Vann, Roberta J., & Roberta G., Abraham. (1990). Strategies of unsuccessful language learners. TESOL Qtr. 24: 177-195.

70     Prabhu, N.S. (1990). There is no best method - Why? TESOL Qtr. 24: 161-176.

71     Loveday, Leo. (1982). Communicative interference: a framework for contrastively analyzing L2 communicative competence exemplified with the linguistic behavior of Japanese performing in English. IRAL: International Review of Applied Linguistics 20: 1-16.

72     Hinds. (1984). Retention of information using a Japanese style of presentation. Studies in Language 8: 45-69.

73     Au, Terry Kit-Fong. (1983). Chinese and English counterfactuals: the Sapir-Whorf hypotheses revisited. Cognition 15: 155-187.

74     Bloom, Alfred. (1984). Caution - the words you use may affect what you say: a response to Au. Cognition 17: 275-287.

75     Liu, Lisa Garbern. (1985). Reasoning counterfactually in Chinese: are there any obstacles? Cognition 21: 239-270.

76     Ijaz, I. Helene. (1986). Linguistic and cognitive determinants of lexical acquisition in a second language. LL 36: 401-451.

77     Blum, Shoshana., & E.A., Levenston. (1980). Lexical simplification in second language acquisition. Studies in Second language Acquisition 2: 43-63. (If not available, see Blum & Levenston. (1978). Universals of lexical simplification. LL 28: 399-415.)

78     Zobl, Helmut. (1986). Word order typology, lexical government, and the prediction of multiple, grade effects in L2 word order. LL 36: 159-83.

79     Zobl. (1984). The wave model of linguistic change and the naturalness of interlanguage. Studies in Second Language Acquisition 6: 160-185.

80     Tarallo, Fernando., and Myhill, John. (1983). Interference and natural language in second language acquisition. LL 33: 55-76.

81     Suter, Richard. (1976). Predictors of pronunciation accuracy in second language learning. Language Learning 26: 233-253.

82     Selinker, Larry. (1969). Language transfer. General Linguistics 9: 67-92. Or 1972. Interlanguage. IRAL 10: 209-231. (about interlanguage: first def)

83     Mann, Virginia. (1986). Distinguishing universal and language-dependent levels of speech perception: evidence from Japanese learners' perception of English 1 and r. Cognition 24: 169-196.

84     Keller-Cohen, Deborah. (1979). Systematicity and variation in the non-native child's acquisition of conversational skills. LL 29: 27-44.

85    Tarone, Elaine. (1980). Some influences on the syllable structure of interlanguage phonology. IRAL 18: 139-152.

86     Greenberg, Cindly. (1983). Syllable structure in second language acquisition. CUNY Forum 9: 41-63.

87     (IMP) Busch, Deborah. (1982). Introversion-extroversion and the EFL proficiency of Japanese students. LL 32: 109-132.

89     Taylor, Barry. (1975). The use of overgeneralization and transfer learning strategies by elementary and intermediate students of ESL. LL 25: 73-107.

90     Singleton, David. (1987). Mother and other tongue influence on learner French. Studies in Second language Acquisition 9: 327-345.

91     Ryan, Ellen., Miguel, Carranza., and Robert, Moffie. (1977). Reactions toward varying degrees of accentedness in the speech of Spanish-English bilinguals. Language and Speech 20: 267-273.

92     Kalmar, Ivan., Zhong, Yong., and Xiao, Hong. (1988). Language attitudes in Guangzhou, China. Language in Society 16: 499-508.

93     Bebout, Linda. (1985). An error analysis of misspellings made by learners of English as a second language. Journal of Psycholinguistic Research 14: 569-593.

94     Bley-Vroman, Robert. (1983). The comparative fallacy in interlanguage studies: the case of systematicity. LL 33: 1-17.

95     Chaudron, Craig. (1983). Research on metalinguistic judgement: a review of theory, methods, and results. LL 33: 343-377.

96     Cohen, Andrew., and Elite, Olshtain. (1981). Developing a measure of sociocultural competence: the case of apology. LL 31: 113-134.

97     Felix, Sascha. (1981). The effect of formal instruction on second language acquisition. LL 331-87-112.

98     Meisel, Jurgen., Harald, Clahsen., and Manfred, Pienemann. (1981). On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition 3: 109-135.

99     Schachter, Jacquelyn. (1986). In search of systematicity in interlanguage production. Studies in Second Language Acquisition 8: 119-133.

100     Schumann, John. (1986). Locative and directional expressions in basilang speech. LL 36: 277-294.

101     Van, Els., Theo., and Kees, De Bot. (1987). The role of intonation in foreign accent. Modern language journal 71: 147-155.

102    White, Linda. (1987). Markedness and second language acquisition: the question of transfer. Studies in Second Language Acquisition 9: 261-285.

103     Whitman, Randall., and Kenneth, Jackson. (1972). The unpredictability of contrastive analysis. LL 22: 29-42.

104     Bailey, Nathalie., Carolyn, Madden., and Stephen D., Krashen. (1974). Is there a natural sequence in adult second language learning? LL 24 (2), 235-243.

105     Dulay, Heidi., & Marina, Burt. (1974). A new perspective on the creative construction process in child second language acquisition. LL 24 (2): 253-278.

106     Fathman, Ann. (1975). The relationship between age and second language productive ability. LL 25 (2): 245-254.

107     Gardner, Robert C. (1980). On the validity of affective variables in second language acquisition: Conceptual, contextual and statistical considerations. LL 30 (2): 255-270.

108     Genesee, F. (1976). The role of intelligent in second language learning. LL 26 (2): 267-280.

109     Hakuta, Kenji. (1974). Prefabricated patterns and the emergence of structure in second language acquisition. LL 24 (2): 287-297.

110     Hakuta, Kenji. (1976). A case study of a Japanese child learning English as a second language. LL 26 (2): 321-351.

111     Larsen-Freeman, Daine E. (1975). The acquisition of grammatical morphemes by adult ESL students. TESOL Qtr. 9 (4): 409-420.

112     Larsen-Freeman, Daine E. (1976). An explanation for the morpheme acquisition order of send language learning. LL 26 (1): 125-135.

113     Porter, John H. (1977). A cross-sectional study of morpheme acquisition in first language learners. LL 27 (1): 47-62.

114     Rosansky, Ellen J. (1976). Methods and morphemes in second language acquisition research. LL 26 (2): 409-425.

115     Derwing Tracey M. (1990). Speech rate is no simple matter - Rate adjustment and NS-NNS communicative success. Studies in SLA 12: 303-313.

116     Vanpatten, Bill. (1990). Attending to form and content in the input - An experiment in consciousness. Studies in SLA 12: 287-301.

117     Long, Michael H. (1990). Topic prominence in Japanese EFL students' existential constructions. Studies in SLA 12: 251-285.

118     Sasaki, Miyuki. (1990). Topic prominence in Japanese EFL students' existential constructions. LL 40 (3): 337-368.

119     Watanabe, Masakuzu., Cheryl, Brown., & Yumiko, Ueta. (1991). Transfer of discosurse function: Passives in the writings of ESL and JSL learners. IRAL Vol. 29 (2), 115-160.

120     Kelly, Peter. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL Vol. 29 (2), 135-149.

 

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AL(1) 121-159

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121     Hayashi, Takuo. (1991). Interactive processing of words in connected speech. IRAL Vol. 29 (2), 151-160.

122     Singh, Rajendra. (1991). Interference and Contemporary Phonological theory. LL 41 (2), 157-175.

123     Verhoeven, Ludo T. (1991). Predicting minority children's bilingual proficiency: Child, family, and institutional factors. LL 41 (29), 205-233.

124     Rost, Michael., & Steven, Ross. (1991). Learner use of strategies in interaction: Typology and teachability. LL 41 (2), 235-273.

125     Mondria, Jan-Arjen., & Marijke, Wit-de Boer. (1991). The effects of contextual richness on the guessability and retention of word sin a foreign language. Applied Linguistics Vol. 12 (3), 249-267.

126     Rampton, M.B.H. (1991). Second language learners in a stratified multilingual setting. Applied Linguistics Vol. 12 (3), 227-247.

127     Sakata, Minako. (1991). The acquisition of Japanese gender' particles. Language & Communication, Vol. 11 (3), 117-125.

128     Mullet, Etienne., & Isabelle, Rivet. (1991). Comprehension of verbal probability expressions in children and adolescents. Language $ Communication, Vol. 11 (3), 217-225.

129     Berry, Vivien. (1991). The effect of extraversion on test performance. Paper presented at 17th Annual JALT. November 3, (1991).

130     Bodman, Jean., & Miriam, Eistenstein. (1988). May God increase your bounty: The expression of gratitude in English by native and Non-native Speakers. Cross Currents, Vol. XV. No. 1, 1-21.

131     Cohen, Andrew D., and Elite, Olshtain. (1981). Developing a measure of sociocultural competence: The case of apology. LL 31 (1), 113-134.

132     Blum-Kulka, Shoshana., and Elite, Olshtain. (1984). Requests and apologies: A cross-cultural study of speech act realization patterns (CCSARP). Applied Linguistics, 5 (3), 196-213.

133     Bardovi-Harlig, K., B.A.S., Hartford., R. Mahan-Taylor., M.M., Morgan., and D.W., Reynolds. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal Volume 45/1 January (1991), 4-15.

134     Taylor, Barry P. (1975). The use of overgeneralization and transfer learning strategies by elementary and intermediate students of ESL. LL, 25 (1), 73-107.

135     Holmes, J., and Dorothy F., Brown. (1987). Teachers and students learning about compliments. TESOL Qtr., 21 (3), 523-546.

136     Borkin, Ann., and Susan, Reinhart M. (1978). Excuse me and I'm sorry. TESOL Qtr., 12 (1), 57-69.

137     Olshtain, Elite., E., Shohamy., J., Kemp., and R., Chatow. (1990). Factors predicting success in EFL among culturally different learners. LL 40 (1), 23-44.

138     Lennon, Paul. (1990)? Investigating fluency in EFL: a quantitative approach. LL 40 (3), 387-417.

139     Wolfson, Nessa. (1986). Research methodology and the question of validity. TESOL Qtr., 20 (4), 689-699.

140     Kasper, Gabriele., and Merete, Dahl. (199? Research methods in interlanguage pragmatics. SSLA, 13, 215-247.

141     Bardovi-Harling, Kathleen. (1992)? A second look at T-unit analysis: reconsidering the sentence. TESOL Qtr., 390-395.

142     Eisenstein, Miriam., and Jean, Bodman W. (1986). I very appreciate': Expressions of gratitude by native and non-native speaker of American English. Applied Linguistics 7 (2), 167-185.

143     Edmondson, Willis., Juliane, House., Gabriele, Kasper., and Briitte, Stemmer. (1984). Learning the pragmatics of discouse: A project report. Applied Linguistics 5 (2), 113-127.

144     Kasper, Gabriele. (1990). Linguistic politeness: Current research issues. Journal of Pragmatics 15, 193-218.

145     Wimmiams, Marion. (1988). Language taught for meetings and language used in meetings: Is there anything in common? Applied Linguistics, 9 (1), 45-58.

146     Blum-Kulka, Shoshana. (1982). Learning to say what you mean in a second language: A study of the speech act performance of learners of Hebrew as a second language. Applied linguistics, 3 (1), 29-59.

147     Schmidt, Richard W., and Jack, C. Richards. (1980). Speech acts and second language learning. Applied Linguistics, 1 (2), 129-157.

148     Scotton, Carol M., and Janice, Bernsten. (1988). Natural conversations as a model for textbook dialogue. Applied Linguistics, 9 (4), 372-384.

149     Godard, Daniele. (1977). Same setting, different norms: Phone call beginnings in France and the Unite State. Language in Society, 6, 209-219.

150     Blum-Kulka, Shoshana., and Elite, Olshtain. (1986). Too many words: Length of utterance and pragmatic failure. SSLA 8, 165-180.

151     Gass, Susan M. (1988). Second language acquisition and linguistic theory: The role of language transfer. In S. Flynn and W. O'Neil (eds.), Linguistic theory in second language acquisition, 384-403. Kluwer Academic Publishers.

152     Poyatos, Fernando. (1991). Paralinguistic qualifiers: our many voices. Language and Communication, 11 (3), 181-195.

153     Eisenstein, Miriam R. (1989). Crosslinguistic pragmatics: A view of research alternatives. Cony Forum, No. 14, 45-51.

154     Adiv, Ellen. (1984). Language learning strategies: The relationship between L1 operating principles and language transfer in L2 development. In Andersen, Roger W. (ed.), Second languages: A cross-linguistic perspective. Newbury House.

155     Schneiderman, E.I., and C. Desmarais. (1988). The talented language learner: some preliminary findings. Second Language Research, 4 (2), 92- 109.

156    Takahashi, Tomoko., and Leslie, M. Beebe. (1986). ESL teachers' evaluation of pragmatic vs. grammatical errors. Cony Forum, Papers in Linguistics, 12, 172-202.

157     Thomas, Jenny. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.

158    Ranney, Susan. (1992). Learning a new script: An exploration of sociolinguistic competence. Applied Linguistics, 13 (1), 25-50.

159     Kitao, Kenji. (1989). A Rules Perspective on Differences between Politeness Strategies used in Requests by Americans and Japanese. 同志社大学英語英文学研究47 48合併号.

160     Tyler, Andrea. (1992). Discourse structure and the perception of incoherence in International Teaching Assistants' spoken discourse. TESOL Quarterly, 26 (4)

161     Williams, Jessica. (1992). Planning, discourse marking, and the comprehensibility of International Teaching Assistants. TESOL Qtr., 26 (4), 693-711.

162 (=337) Cohen, A.D., & E. Olshtain. (1993). The production of speech acts by EFL learners. TESOL Qtr. 27 (1), 33-56.

163     Auerbach, Elsa Roberts. (1993). Reexamining English only in the ESL classroom. TESOL Qtr., 27 (1), 9-32.

 

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AL(2) 164-194

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164     Olshtain, Elite., & S. Blum-Kulka. (1985). Crosscultural pragmatics and the testing of communicative competence. Language Testing, 2, 16-30.

165     Crookes, G. (1989). Planning and interlanguage variation. Studies in Second language Acquisition, 11, 367-383.

166     Bonikowska, M.P. (1988). The choice of opting out. Applied Linguistics, 9, 169, 181.

167     Paribakht, T. (1985). Strategic competence and language proficiency. Applied Linguistics, 6, 132-146.

168     Faerch Claus., & G., Kasper. (1984). Pragmatic knowledge: Rules and procedures. Applied Linguistics 5/3: 214-225.

169     Ide, Sachiko. (1982). Japanese sociolinguistics politeness and women's language. Lingua 57, 357-385.

170     Hill, B., Ide, S., Ikuta, S., Kawashima, A., and Ogino, T. (1986). Universals of linguistic politeness - Quantitative evidence from Japanese and American English. Journal of Pragmatics 10, 37-371.

171     Tannen, Deborah. (1981). The machine-gun question: and example of conversational style. Journal of Pragmatics 5, 383-397.

172     Matsumoto, Yoshiko. (1988). Reexamination of the universality of face: Politeness phenomena in Japanese. Journal of Pragmatics 12, 30-426.

173     Boxer, Diana. (1993). Complaints as Positive Strategies: What the learner needs to know. TESOL Qtr. 27 (2), 277-299.

174     Bongaerts, T., and Poulisse, N. (1989). Communication strategies in L1 and L2: same or different? Applied Linguistics, 10, 253-68.

175     Tarone, E. (1980). Communication strategies, foreigner talk, and repair in interlanguage. Ll, 30, 417-31.

176     Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15, 285-95.

177     Bongaerts, Theo., Eric, Kellerman., and Andy, Benlage. (1987). Perspec and proficiency in L2 referential communication SSLA, 9, 171-200.

178     Ellis, Rod. Communicative competence and the Japanese Learner. JALT JOURNAL - Vol. 13 No. 2 (November 1991)

179     Matsumoto, Kazuko. An Issei Japanese American's Interlanguage: Negation, Time Reference and Topicalization. JALT JOURNAL - Vol. 13 No. 2 (November 1991)

180     Takahashi, Tomoko., & Leslie, M. Beebe. The development of pragmatic competence by Japanese learners of English. JALT JOURNAL (1987), 8-2

181     Tanaka, Noriko. Politeness: some problems for Japanese speakers of English. JALT JOURNAL (1988), Vol. 9, No. 2

182     中国英語教育学会研究紀要 (1991) No. 21 のまとめ

[ここから Mac に移行。以上の入力は by Ms. Nakai 3/28/96]

下線のあるものは、現物 jounal または本あり。

183-194 は主に Paper 94 (NIDABAに使用したもの。

167     (rereading) Paribakht, Tahereh. (1985). Strategic competence and language proficiency. Applied Linguistics, 6 (2), 132-146.

183     Poulisse, Nanda. (1987). Problems and solutions in the classification of compensatory strategies. Second Language Research, 3, 141-153.

184     Rescorla, Leslie, & Sachiko Okuda. (1987). Modular patterns in second language acquisition. Applied Psycholinguistics, 8, 281-308.

185     Sasaki, Yoshinori. (1994). Paths of processing strategy transfers in learning Japanese and English as foreign languages - A competition model approach. SSLA 16, 43-73.

186     Blum, Shoshana, & Levenston, E. A. (1978)  Universals of Lexical Simplification. Language Learning. 28(2), 399-415.

187     Melvin Andrade, & Marc Bremer. (1994). Can the Michigan Language Tests predict TOEFL score? A study of language placement in Nanzan University's International management Program. JACET BULLETIN No. 25, 1-18.

188     Krauss. B.M., & Sidney Weinheimer. (1964). Changes in reference phrases as a function of frequency of usage in social interaction: a preliminary study. Psychonomic Science, 1, 113-14.

189     Krauss. B.M., & Sidney Weinheimer. (1966). Concurrent feedback, confirmation, and the encoding of referents in verbal communication. Journal of Personality and Social Psychology. 4(3), 343-346.

190     Krauss. B.M., & Sidney Weinheimer. (1967). Effect of referent similarity and communication mode on verbal encoding. Journal of Verbal Learning and Verbal Behavior 6, 359-63.

191     Clark, Herbert H., & Deanna Wilkes-Gibbs. (1986). Referring as a collaborative process. Cognition, 22, 1-39.

192     Clark, Herbert H., & Schaefer, Edward F. (1987). concealing one's meaning from overhearers. Journal of memory and Language, 26, 209-225.

193     Bongaerts, Thaeo, Kellerman, E., and Bentlage, A. (1987). Perspective and proficiency in L2 referential communication. SSLA, 9, 171-200.

194     Bongaerts, Theo, and Poulisse, Nanda. (1989). Communication Strategies in L1 and L2: Same or different? Applied Linguistics, 10(3), 253-268.

195     Cumming, Alister (ed.). (1994). Alternatives in TESOL research: Descriptive, interpretive, and ideological orientations. TESOL Qtr. Vol. 28 (4), 637-703.

196     Jamieson, Joan. (1995). The cognitive styles of reflections/impulsivity and field independence/dependence and ESL success. In H.D. Brown & S. Gonzo (eds.) Readings on second language acquisition. Englewood Cliffs: Prentice-Hall. (pp. 119-137)

197     O'Malley, J.M., Chamot, A.U., & Kupper, L. (1995). Listening comprehension strategies in second language acquisition. In H.D. Brown & S. Gonzo (eds.) Readings on second language acquisition. Englewood Cliffs: Prentice-Hall. (pp. 138-160)

 

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AL(3) 198-225

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198     Chapelle, C., & Roberts, C. (1986). Ambiguity tolerance and field independence as predictiors of proficiency in English as a second language. Language Learning, 36, 27-45.

199     Jamieson, J., & Chapelle, C. (1987). Working styles on computers as evidence for second language learning strategies. Language Learning, 37, 523-544.

200     Carter, E. F. (1988). The relationship of field dependent-independent cognitive style to Spanish language achievement and proficiency: A preliminary report. Modern Language Journal, 72, 21-30.

201     Ehrman, M, & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74, 311-327.

202     Poulisse, Nanda. (1987). Problems and solutions in the classification of compensatory strategies. Second Language Research, 3, 141-153.

203     Yando, R. M., & Kagan, J. (1968). The effect of teacher tempo on the child. Child Development, 39, 27-34.

204     Witkin, H.A., Oltman, P.K., Raskin, E., & Karp, S.A. (1971). A manual for the Embedded Figures Tests. Palo Alto, CA: Consulting Psychologists Press.

205     Cohen, A. & Housenfeld, C. (1981). Some uses of mentalistic data in second language research. Language Learning, 31, 285-313.

206     O'Malley, J., Chamot, A., Stewner-Manzanares, G., Kupper, L., & Ruso, R. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.

207     Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 24-35.

208     Bachman, L., and A. Palmer. (1984). The construct validation of some components of communicative proficiency. TESOL Quarterly 16, 449-465.

209     Chapelle, E. (1988). Field independence: A source of language test variance? Language Testing, 5, 62-82.

210     Norton, R.W. (1975). Measurement of ambiguity tolerance. Journal of Personality Assessment, 39, 607-618.

211     Kagan, J. (1965). Reflection-impulsivity and reading ability in primary grade children. Child Development, 36, 609-628.

212     Wenden, A. (1985). Learner strategies. TESOL Newsletter, 19, 1-7.

213     Scholfield, Phil. (1987). Communication strategies -- the Researcher outmaneuvered? Applied Linguistics, 8 (3), 219-232. (from Mr. Aoki)

214     中野修一 「日本語学習者のコミ'ニケーション・ストラタジー使用について」中国英語教育学会紀要93-96

215     Poulisse, N., & Schils, E. (1989). The influence of task-and proficiency related factors on the use of compensatory strategies: A quantitative analysis. Language Learning, 39 (1), 15-48.

216     Rost, Michael, & Ross, Steven. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235-273.

217     Chapelle, Carol, & Green, Pat. (1992). Field independence/dependence in second-language acquisition research. Language Learning, 42(1), 47-83.

218     Kobayashi, H., & Rinnert, C. (1992). Effects of first language on second language writing: Translation versus direct composition. Language Learning, 42(2), 183-215.

219     Carton, Aaron S. (1971). Inferencing: A process in using and learning language. In Paul Pimsleur & Terence Quinn (eds.) The psychology of second language learning. Cambridge: Cambridge Univ. Press. PP. 45-58.

220     Kagan, J. (1966). Reflection-impulsivity; the generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 71, 17-24.

221     Canale, M. and M. Swain. (1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1: 1-47.

222(B) Kellerman, E.., Ammerlaan, T., Bongaerts, T., & Poulisse, N. (1990). System and hierarchy in L2 compensatory strategies. In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (eds.) Developing communicative competence in a second language. Boston, Mass: Heinle & Heinle Publishers.

223(B) Yule, G. & Tarone, E. (1990). Eliciting the performance of strategic competence. In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (eds.) Developing communicative competence in a second language. Boston, Mass: Heinle & Heinle Publishers.

224(B) Kellerman, E., Bongaerts, T., & Poulisse, N. (1987). Strategy and system in L2 referential communication. In R. Ellis (Ed.) Second language acquisition in context (pp. 100-112). Englewood Cliffs, New Jersey: Prentice-Hall.

225(B) Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision, and some (non-)implications for the classroom. In Robert Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & Swain (eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Faerch. (pp. 142-161). Clevedon, England: Multilingual Matters.

226     Dornyei, Zoltan. (1995). On the teachability of communication strategies. TESOL Quarterly, 29 (1), 55-85.

227-238 はすべて C., Faerch & G. Kasper, (Eds.), (1983). Strategies in interlanguage communication. London: Longman.

227(B) Tarone, E., Cohen, D. A., Dumas, G. (1983). A closer look at some interlanguage terminology: A framework for communication strategies.

228(B) Corder, S. P. (1983) (1978). Strategies of communication.

229(B) (B107) Faerch, C, and Kasper, G. (1983). Plans and strategies in foreign language communication.

230(B) Varadi, Tamas. (1983) (1973). Strategies of target language learner communication: message adjustment.

231(B) Bialystok, Ellen. (1983). Some factors in the selection and implementation of communication strategies.

232(B)(=186=77) Blum-Kulka, S., and Levenston, E.A. Universals of lexical simplification.

233(B) Haastrup, K., & Phillipson, R. Achievement strategies in learner/native speaker interaction.

234(B) Wagner, J. Dann du tagen eineeeee -- weisse Platte -- An analysis of interlanguage communication in instructions.

235(B) Dechert, H. W. How a story is done in a second language.

236(B) Raupach, M. Analysis and evaluation of communication strategies.

237(B) Faerch & Kasper. On identifying communication strategies in interlanguage production.

238(B) Tarone, E. (=AL176, 1981) Some thoughts on the notion of 'communication strategy.'

238-240 は欠番

 

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AL(4) 241-285

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241     Chen Si-Qing. (1990). A study of Communicating Strategies in Interlanguage Production by Chinese EFL Learners. Language Learning, 40 (2), pp. 155-187.

242     Faerch, C., & Kasper, G. (1984). Two ways of defining Communication Strategies. Language Learning, 34 (1), pp. 45-63.

243    Schmidt, R. (1992). Psychological Mechanisms underlying second language fluency. SSLA, 14, pp. 357-385.

244     Brooks, F. B. (1992). Can we talk? Foreign Language Annals, 25, 59-71.

245     McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11, 113-128.

246     (=334) Dornyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.

247     Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.

248     Varadi, T. (1992). [Review of the books Communication strategies: A psychological analysis of second-language use and The use of compensatory strategies by Dutch learners of English.] Applied Linguistics, 13, 434-440.

249     Willems, G. (1987). Communication strategies and their significance in foreign language teaching. System, 15, 351-364.

250     Abraham, R. (1983). Relationships between use of the strategy of monitoring and cognitive style. Studies in Second Language Acquisitions, 6, 17-32.

251     Meredith, R. A. (1978). Improved oral test scores through delayed response. Modern Language Journal, 62, 321-327.

252     Messer, S. (1976). Reflection-impulsivity: A review. Psychological Bulletin, 86, 1026-1052.

253     Block, J., Block, J., & Harrington, D. (1974). Some misgivings about the matching familiar figures test as a measure of reflection-impulsivity. Developmental Psychology, 10, 611-632.

254     Reinert, H. (1976). One picture is worth a thousand words? Not necessarily! Modern Language Journal. 60, 160-168.

255     Paulson, K., & Arizmendi, T. (1982). Matching familiar figures test norms based on IQ. Perceptual and Motor Skills, 55, 1022.

256     Salkind, N., & Wright, J. (1977). The development of reflection-impulsivity and cognitive efficiency. Human Development, 20, 377-387.

257     Kagan, J., Rosman, B., Day, D., Albert, J., and Phillips, W. (1964). Information Processing in the Child: significance of Analytic and Reflective Attitudes. Psychological Monographs, LXXVIII, 1-37. (Whole No. 578)

258     Dornyei, Z. (1992). English teaching in Hungary: How far behind? Studies in Educational Evaluation, 18, 47-56.

259     Norton, R. W. (1975). Measurement of ambiguity tolerance. Journal of Personality Assessment, 39, 607-618.

260     Ely, C. M. (1989). Tolerance of ambiguity and use of second language strategies. Foreign Language Annals, 22 (5), p. 437-445.

261     Budner, S. (1962). Intolerance of ambiguity as a personality variable. Journal of Personality, 30, 29-50.

262     Seliger, Herbert. (1977). Does practice make perfect? A study of interaction patterns and second language competence. Language Learning, 27, 263-278.

263     Ervin, G. (1979). Communication strategies employed by American students of Russian, Modern Language Journal, 63, 329-334.

264     Fakhri, A. (1984). The use of communicative strategies in narrative discourse: a case study of a learner of Moroccan Arabic as a second language, Language Learning, 34, 15-38.

265     Corder, S. Pit. (1967). The significance of learners' errors. IRAL, 5, 161-170.

266     (=82) Selinker, L. Interlanguage. IRAL, 10(3), 209-231.

267     Labarca, A. & Khanji, R. (1986). On communication strategies: focus on interaction, Studies in Second Language Acquisition, 8, 68-79.

268     Bialystok, E. & Sharwood Smith, M. (1985). Interlanguage is not a state of mind: an evaluation of the construct for second language acquisition, Applied Linguistics, 6, 101-117.

269     Isaacs, E., & Clark, H. (1987). References in conversation between experts and novices. Journal of Experimental Psychology: General, 116(1), 26-37.

270     今川民雄 (1990)「対人認知にかかわる人格要因について(7)- Ambiguity Tolerance の効果- 北海道心理学研究13号, 31.

271     Tarone, E., & Yule, G. (1987). Communication Strategies in East-West Interactions. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 47-65.

272     Xu Guo-Zhang. (1987). Code and Transmission in Cross-cultural Discourse: a Study of Some Samples from Chinese and English. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 66-72.

273     Clyne, Michael. (1987). Discourse Structures and Discourse Expectations: Implications for Anglo-German Academic Communication in English. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 73-83.

274     LoCastro, V. (1987). Aizuchi, A Japanese Conversational Routine. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 101-113.

275     Kachru, Y. (1987). Cross-cultural Texts, Discourse Strategies and Discourse Interpretation. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 87-100.

276     Dissanayake, W., & Nichter, M. (1987). Native Sensibility and Literacy Discourse. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 114-122.

277     Kachru, B. (1987). The Bilingual's Creativity: Discoursal and Stylistic Strategies in Contact Literatures. In Larry E. Smith (ed.), Discourse Across Cultures, Prentice Hall International. 125-140.

278     Duncan, S. (1974). On the structure of speaker-auditor interaction during speaker turns. Language in Society, 2: 161-180.

279     Stansfield, C., & Hansen, J. (1983). Field dependence-independence as variable in second language cloze test performance. TESOL Quarterly, 17, 29-38.

279-2 Hansen, J., and Stansfield, C. (1981). The relationship of field dependent-independent cognitive styles to foreign language achievement. Language Learning, Vol. 31, No. 2, pp. 349-367.

280     Hansen, L. (1984). Field dependence-independence and language testing: Evidence from six pacific island cultures. TESOL Quarterly, 18, 311-324.

281     Nemser, William, J. 1971. Approximative systems of foreign language learners. IRAL, 9, 115-123.

282     Richards, J.C. (1982). Communicative needs in foreign language. JALT Journal, 4, 1-16.

283     Ellis, R. (1989). Classroom learning styles and their effect on second language acquisition: A study of two learners. System, 17, 249-262.

284     Ishii, S. Enryo-Sasshi Communication: A key to Understanding Japanese Interpersonal Relations,: Cross Currents, _, 1 (1984).

285     Hirano, Kinue. (1987). Japanese students' use of communication strategies in Written production. 大学英語教育学会 (JACET) 紀要第18号

 

Articles on Writing (For FLEAT III 1997: 285-306)

285     Semke, H. D. (1984). Effects of the red pen. Foreign Language Annals, 17 (3), 195-202.

 

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AL(5) 286-330

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286     Pennington, M. (1993). A critical examination of word processing effects in relation to L2 writing. Journal of Second Language Writing, 2, 227-255.

287     Raimes, A. (1987). Language proficiency, writing ability, and composing strategies: A study of ESL college student writing. Language Learning, 37 (3), 439-468.

288     Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39 (1), 81-141.

289     Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33, 148-156.

290     Bangert-Drowns, R. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63, 69-93.

291     Cochran-Smith, M. (1991). Word processing and writing in elementary classrooms: A critical review of related literature. Review of Educational Research, 61, 107-155.

292     Snyder, I. (1993). Writing with word processors: A research overview. Educational Research, 35, 49-68.

293     Raimes, A. (1987). Why write? From purpose to pedagogy. English Teaching Forum, 25, 36-41, 55.

294     Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College composition and communication 32, 365-387.

295     Bereiter. C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of 'inert knowledge'. In S. Shipman, J. Segal and R. Glaser (eds.) Thinking and learning skills: Vol. 2. Research and open questions. Hove, Sussex and Hillsdale, NJ: L. Erlbaum. 65-80.

296     Carter, M. (1990). The idea of expertise: An exploration of cognitive and social dimensions of writing. College Composition and Communication, 41, 265-285.

297     Jones, S., and Tetroe, J. (1987). Composing in a second language. In A. Matsuhashi (ed.) Writing in real time. Norwood, NJ: ablex. 34-57.

298     Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (ed.) Second language writing. Cambridge, England and New York: Cambridge University Press. 11-23.

299     Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly 19, 229-258.

300     Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly 27, 657-677.

301     Ellis, Rod. (1984). Communication Strategies and the evaluation of communicative performance. ELT Journal, Vol. 38/1, pp. 39-44.

302     Horowitz, D. (1986). Process not product: Less than meets the eye. TESOL Quarterly, 20, 141-144.

303    Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20, 445-462.

304     Horowitz, D. (1986). The author responds to Liebman-Klein. TESOL Quarterly, 20, 788-790.

305     Horowitz, D. (1986). The author responds to Hamp-Lyons. TESOL Quarterly, 20, 796-797.

306     Zamel, V. (1987). Recent research on writing pedagogy. TESOL Quarterly, 21, 697-715.

307(B) Poulisse, N., Bongaerts, T., and Kellerman, E. (1987). The use of retrospective verbal reports in the analysis of compensatory strategies. In C. Faerch and G. Kasper (eds.) Introspection in Second Language Research. Clevedon: Multilingual Matters.

308     Abdesslem, Habib. (1996). Communication Strategies or Discourse Strategies in Foreign Language Performance? IRAL, Vol. 34, No. 1, pp. 49-61.

309     Cohen, A.D., and Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition 3, 2, 1981, pp. 221-236.

310     Clennell, Charles. (1995). Communication Strategies of Adult ESL Learners: A Discourse Perspective. Prospect; Vol. 10, No. 3, pp. 4-20.

311    Tarone, E. (1983). On the variability of Interlanguage systems. Applied Linguistics, Vol. 4, No. 2, pp. 143-163.

312     Selinker, L. and Douglas, D. (1985). Wrestling with 'context' in interlanguage theory. Applied Linguistics, Vol. 6, No. 2, pp. 190-202.

313(B136) Brown, H. D. (1987). Principles of Language Learning and Teaching. 2nd edition. Prentice-Hall. Inc. pp. 180-185 (about Communication strategies).

314(B145) Ellis, R. (1994). The study of second language acquisition. Oxford University Press. pp. 396-403 (about Communication strategies).

315     Ellis, R. (1990). A response to Gregg. Applied Linguistics, Vol. 11, No. 4, pp. 384-391.

316     Kobayashi, K., and Rinnert, C. (1996). Factors affecting composition evaluation in an EFL context: cultural rhetorical pattern and readers' background. Language Learning 46 (3), pp. 397-437.

317     (=B128) Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. Richards and R. Schmidt (eds.). Language and communication. London: Longman. pp. 2-27.

318     Varonis, E., and Gass, S. (1985). NNS/NNS conversations: Model for negotiation of meaning. Applied Linguistics, (1985), 6, pp. 71-90.

319(B158) Bachman, L.F. (1990). Fundamental Considerations in Language Testing. OUP. Chap. 4 Communicative language ability. pp. 81-110.

320     Abdesslem, H. (1993). Analysing foreign language lesson discourse. International Review of Applied Linguistics, Vol. XXXI, No. 3, pp. 221-235.

321(B) Corder, S.P.  (1992). A role for the mother tongue. In Gass, S.M., and Selinker, L. (eds.) Language Transfer in Language Learning. Amsterdam: John Benjamins. pp. 18-31.

322     Cohen, A. D., and Hawras, S. (1996). Mental translation into the first language during foreign-language reading. The Language Teacher 20 (2), 6-12.

323     Cohen, A. D. (1994). The language used to perform cognitive operations during full-immersion math tasks. Language Testing 16 (2), 171-195.

324     Nakabachi, Keiichi. (1996). Pragmatic transfer in complaints: Strategies of complaining in English and Japanese by Japanese EFL Speakers. JACET Bulletin, No. 27, pp. 127-142.

325     Nonaka, Keiko. (1996). Cross-cultural differences in involvement strategies - A case study of English and japanese spoken discourse. JACET Bulletin, No. 27, pp. 143-167..

326     Clennell, C. (1994). Investigating the use of communication strategies in adult second language learners. A case for trusting your own judgment in SL classroom research. TESOL Journal, 4, 1: 32-5.

327     Konishi, Koji. (1994). The systematic principles and their pedagogical implications underlying the use of paraphrase as a communication strategies based on an analysis of Longman Active Study Dictionary of English in terms of its word definitions. 中国地区英語教育学会研究紀要 No. 24, pp. 67-73.

328     Konishi, Koji. (1995). Key expressions in paraphrase viewed from the teaching communication strategies in the ESL/EFL Classroom: An analysis of Longman Active Study Dictionary of English in terms of its word definitions. 四国英語教育学会紀要 No. 15, pp. 13-22.

329     Konishi, Koji. (1995). Teaching compensatory Strategies in the Japanese EFL classroom (1) A core vocabulary and its pre-/post-modification: With special reference to a strategic syllabus. 言語文化研究 No. 15, pp. 81-112.

330     Takatsuka, Shignobu. (1996), Teaching communication strategies: A lesson aimed at teaching post-modifying structures of paraphrase. The Bulletin of Faculty of Education Okayama University, No. 102, pp. 165-184.

 

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AL(6) 331-346

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331     Savignon, S. J. (1991). Communicative language teaching: State of art. TESOL Qtr. 25/2: pp. 261-277.

332     Backman, F. F. (1991). What does language testing have to offer? TESOL Qtr. 25/4, pp. 671-704.

333     Ellis, R (1993). The structural syllabus and second language acquisition. TESOL Qtr. 27/1, pp. 91-113.

334(=246) Dornyei, Z, & Thurrell, S.(1991). Strategic competence and how to teach it. ELTJ 45/1, pp. 16-32.

335     Numan, D. (1987). Communicative language teaching: Making it work. ELTJ 41/2, pp. 136-145.

336     Clennell, C. (1994). An interlanguage discourse perspective on the communication strategies used by adult second language learners of English when performing pedagogic tasks. ESLTA Journal, pp. 33-40.

337(=162) Cohen, A.D., & E. Olshtain. (1993). The production of speech acts by EFL learners. TESOL Qtr. 27 (1), 33-56.

338     Roberts, C. A. (1990). The act of circumlocution: Teaching strategic competence. English Teaching Forum 2 8/4, pp. 41-43.

339    Widdowson, H. G. (1989). Knowledge of language and ability for use. Applied Linguistics 10, pp. 128-137.

340     Spolsky, B. (1989). Communicative competence, language proficiency, and beyond. Applied Linguistics 10, pp. 138-156.

341     Davies, A. (1989). Communicative competence as language use. Applied Linguistics 10, pp. 157-170.

342     Dubin, F. xxxxx (out of copy) communicative competence. Applied Linguistics 10, pp. 171-181.

343     Stalker, J. C. Communicative competence, pragmatic functions, and accommodation. Applied Linguistics 10, pp. 182-193.

344     Holmes, J. (1989). Sex differences and apologies: One aspect of communicative competence. Applied Linguistics 10, pp. 194-213.

345    O'Sullivan, B. (1993). Possible pedagogic implications of communication strategies research. The Bulletin of Faculty of Education, Okayama University. 92, 107-115.

346     Hymes, D. (1972). On communicative competence. In J. B. Pride and J. Holmes (eds.) Sociolinguistics. Harmondsworth: Penguin. pp. 269-293.

 

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Papers collected at U. of Minnesota (Boxes)

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347     Ellis, R. (1989). Are classroom and naturalistic acquisition the same? A study of the classroom acquisiton of German word order rules. Studies in Second Language Acquisition 11(3), 302-328.

348     Ioup, G., Bousagui, E., El Tigi, M., and Moselle, M. (1994). Reexamining the critical period hypothesis: A cse study of successful adult SLA in a naturalistic environment. SSLA 16(1), 73-98.

349     Bongaerts, T., van summeren, C., Planken, B., & Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19(4), 447-465.

350     Vandergift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.

351(= 368, 667) Duff, P. A. (1997). The lexical generation gap: A connectionist account of circumlocution in Chinese as a second language. In G. Kasper and E. Kellerman (eds.), Communication Strategies: Psycholinguistic and sociolinguistic perspectives (pp. 192-215). London: Longman.

352     Young, D.J., & Oxford, R. (1997). A gender-related analysis of strategies used to process written input in the native language and a foreign language. Applied Language Learning, 8(1), 43-73.

353     Cohen & Olshtain (1993). (=???)

354     Widjaja, C.S. (1997). A study of data refusals: Taiwanese females vs. Americn females. University of Hawaii's Working Papers in ESL, 15(2), 1-43.

355(cf. AL 426) Cohen, A. (1997). Developing pragmatic ability: Insights from the accelerated study of Japanese. In Cook, H., Hijirida, K., and Tahara, M. (eds.), New Trends and Issues in Teaching Japanese Language and Culture. University of Hawaii Press. ISBN: 0-8248-2067-3

356     Tarone, E. (1997). Analyzing IL in natural setting: A sociolinguistic perspective on second-language acquisition. Communication and Cognition 30, pp. 137-150.

357     Tarone (1977). Conscious communication strategies in interlanguage: a progress report. In H. Brown, C. Yorio & R. Crymes (eds.), On TESOL 77. Teaching and Learning English as a Second Language. Washington, D.C.: TESOL, 194-203.

358     Bialystok, E. & Frohlich, M. (1980). Oral communication strategies for lexical difficulties, Interlanguage Studies Bulletin, 5.1, 3-30.

359     Galvan, J. & Campbell, R. (1979). An examination of the communication strategies of two children in the Culver City Spanish Immersion Program. In R. Andersen (ed.), The Acquisition and Use of Spanish and English as First and Second Languages. Wasington, D.C.: TESOL, 133-150.

360     Beebe, L.M. (1983). Risk-taking and the language learner. In H.W. Seliger and M.H. Long (eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, Nass.; Newbury House.

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From B403 (360-374): Kasper, G., and Kellerman, E. (eds.) (1997). Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

360     Yule, G., and Tarone, E. (1997). Investigating communication strategies in L2 reference: pros and cons. pp. 17-30. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

361     Kellerman, E., and Bialystok, E. (1997). On psychological plausibility in the study of communication strategies. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

362     Poulisse, N. (1997). Compensatory strategies and principles of clarity and economy. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

363     Russell, G. (1997). Preference and order in first and second language referential strategies. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

364     Stemmer, B. and Joanette, Y. (1997). Strategies in verbal productions of brain-damaged individuals. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

365     Lloyd, P. (1997). Developing the ability to evaluate verbal information: the relevance of referential communication research. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

366     Deutsch, W., Bruhn, N., Masche, G., and Behrens, H. (1997). Can one be more than two? Mono- and bilinguals' production of German and Spanish object descriptions in a referential communication task. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

367     Rodino, A., and Snow, C. (1997). Y ... no puedo decir mas nada': distanced communication skills of Puerto Rican children. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

368(= 351, 667) Duff, P. (1997). The lexical generation gap: a connectionist account of circumlocution in Chinese as a second language. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

369     Ross, S. An introspective analysis of listener inferencing on a second language listening task. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

370     Wiles-Gibbs, D. Studying language use as collaboration. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

371     Rampton, B. (1997). A sociolinguistic perspective on L2 communication strategies. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

372     Williams, J., Inscoe, R., and Tasker, T. (1997). Communication strategies in interactional context: the mutual achievement of comprehension. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

373     Wagner, J., and Firth, A. (1997). Communication strategies at work. In Kasper and Kellerman (eds.) Communiction Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

374     Kasper, G. (1997). Beyond reference. In Kasper and Kellerman (eds.) Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. Addison Wesley Longman.

----------------------------

From B402 (375-383): Kasper, G., and Blum-Kulka, S. (eds.) (1993). Interlanguage Pragmatics. Oxford University Press.

375     Schmidt, R. (1993). Consciousness, learning, and interlanguage pragmatics. In G. Kasper and S. Blum-Kulka, (eds.) Interlanguage Pragmatics. Oxford University Press. pp. 21-42.

376     Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper and S. Blum-Kulka, (eds.) Interlanguage Pragmatics. Oxford University Press. 43-57.

377     House, J. (1993). Toward a model for analysis of inappropriate responses in native/nonnative interactions. In G. Kasper and S. Blum-Kulka, (eds.) Interlanguage Pragmatics. Oxford University Press. 161-183.

378     Zuengler, J. (1993). Explaining NNS interactional behavior: The effect of conversational topic. 184-195. In G. Kasper and S. Blum-Kulka, (eds.) Interlanguage Pragmatics. Oxford University Press. 184-195.

379     Reserved index number

380     Reserved index number

381     Reserved index number

382     Reserved index number

383     Reserved index number

384(B401) Gumperz, J. (1982). Discourse Strategies. Cambridge University Press.

385(B404) Cohen, A. (1998). Strategies in Learning and Using a Second Language. Longman.

386     Thompson, I., and Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Languge Annals 29(3): 331-42.

387     Liskin-Gasparro, J. E. (1996). Circumlocution, communication strategies, and the ACTFL proficiency guidelines: An analysis of student discourse. Foreign Language Annals 29(3): 317-330.

388     Rees-Miller, J. (1993). A critical appraisal of learner training: theoretical bases and teaching implications. TESOL Qtr. 27(4): 679-689.

389     Chamot, A. U., and Rubin, J. (1994). Comments on Janie Rees-Miller's 'A critical appraisal of learner training: theoretical bases and teaching implications'. TESOL Quarterly 28(4), 771-81.

390     Pearson, P. D., and Dole, J. A. (1987). Explicit comprehension instruction: a review of research and a new conceptualization of learning. Elementary School Journal 88: 151-65.

391     Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal 79(1): 41-56.

-------------------------------

From B405: Phillipson, R. et al. (eds.) (1991), Fofeign/second language pedagogy research. Multilingual Matters, Clevedon, UK

392     Bialystok, E. (1991). Achieving proficiency in a second language: A processing description. In Phillipson, R. et al. (eds.) Fofeign/second language pedagogy research. Multilingual Matters, Clevedon, UK, pp. 63-78.

393     Cohen, A. (1991). Strategies in second language learning: Insights from research. In Phillipson, R. et al. (eds.) Fofeign/second language pedagogy research. Multilingual Matters, Clevedon, UK, pp. 107-119.

225     Kellerman, E. (1991). Compensatory strategies in second language research: a critique, a revision, and some (non-)implications for the classroom. In Phillipson, R. et al. (eds.) Foreign/second language pedagogy research. Multilingual Matters, Clevedon, UK, pp. 142-161.

394     Yule, G., and Tarone, E. (1991). The other side of the page: Integrating the study of communication strategies and negotiated input in SLA. In Phillipson, R. et al. (eds.) Foreign/second language pedagogy research. Multilingual Matters, Clevedon, UK, pp. 162-171.

395     Ringbon, H. (1991). Crosslinguistic lexical influence and foreign language learning. In Phillipson, R. et al. (eds.) Foreign/second language pedagogy research. Multilingual Matters, Clevedon, UK, pp. 172-181.

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396     Dornyei, Z, and Scott, M. L. (1997). Communication strategies in a second language: definitions and taxonomies. Language Learning 47(1), 173-210.

397     Rubin, J. 1975. What the good language learner can teach us. TESOL Quarterly, 9(1), 41-50.

398     Porte, G. (1988). Poor language learners and their strategies for dealing with new vocabulary. ELT Journal, 42, 167-172.

399     Kitajima, Ryu. (1997). Referential strategy training for second language reading comprehension of Japanese texts. Foreign Language Annals 30(1), 84-97.

400     Palmberg, R. (1979). Investigating communication strategies. In R. Palmberg, (ed.), Perception and Production of English: Papers on Interlanguage, (=AFTIL, 6). Abo: Abo Akademi, 33-75.

401     Gu, Y. (1996). Robin Hood in SLA: what has the learner strategy research taught us? Asian Journal of English Language Teaching 6: 1-29.

402     Nunan. (1996). The effect of strategy training on student motivation, strategy knowledge, perceived utility and deployment. The English Center, university of Hong Kong, Hong Kong.

403     Carrell, P, L. (1996). Second language reading strategy training: what is the role of metacogition? Department of Applied Linguistics and ESL, Georgia State University, Atlanta, GA.

404(2 volumes) Chamot, A. U., Keatley, C., Barnhardt, S, El-Dinary P., Nagano, K., and Newman, C. (1996). Learning strategies in elementary language immersion programs: final report. Language Research Projects, Georgetown University, Washington D. C.

405(B407) McDonough, S. H. (1995). Strategy and skill in learning a foreign language. Edward Arnold, London.

-----------------------------

From B408: Oxford, R. L. (ed.). (1996). Language learning strategies around the world: cross-cultural perspective. Second Language Teaching & Curriculum Center, University of Hawai'i, Honolulu.

406-1  Anderson, N. J., and Vandergrift, L. (1996). Increasing metacognitive awareness in the L2 classroom by using think-aloud protocols and other verbal report formats. pp. 3-18.

406-2  Cohen, A., and Scott, K. (1996). A synthesis of approaches to assessing language learning strategies. pp. 89-106.

------------------------------

From B222: Wenden, A., & Rubin, J. (1987). Learner Strategies in Language Learning. Prentice Hall.

407-1  Wenden, A. (1987). Conceptual Background and Utility. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Prentice Hall. pp. 3-13.

407-2  Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Prentice Hall. pp. 15-30.

408-3  Cohen, A. (1987). Studying learner strategies: How we get the information. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Prentice Hall. pp. 31-40.

408-4  Cohen, A. (1987). Student processing of feedback on their compositions. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Prentice Hall. pp. 57-69.

408-5  Chamot, H. U. (1987). The learning strategies of ESL students. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Prentice Hall. pp. 71-83.

408-6  Wenden, A. L. (1987). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden and J. Rubin (eds.), Learner Strategies in Language Learning. Prentice Hall. pp. 103-103.

--------------------------

Mostly from 401 Gu, Y. (1996)

409     Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.

410     Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional implications. Modern Language Journal, 73, 404-419.

411     Wenden, A. (1986). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7, 186-205.

412     Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 2, 117-131.

413     Gu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. Paper presented at TESOL, Baltimore, MD. (ERIC Document Reproduction Service No. ED 370411)

414     Cohen, A. D. (1984). Studying second-language learning strategies: How do we get information? Applied Linguistics, 5, 101-112.

415    Wenden, A. (1986). Helping language learners think about their learning. ELT Journal 40(1), 3-12. <Difference between LS vs. CS>

416     Oxford, R. L., Nyikos, M., & Ehrman, M. (1988). Vive la difference? Reflections on sex differences in use of language learning strategies. Foreign Language Annals, 21, 321-329.

417     Vann, R. J. & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Qtr., 24, 177-198.

418     Wenden, A. L. (1985). Learner strategies. TESOL Newsletter, 19(5), 1-7.

419     Cohen, A. D., & Housenfeld, C. (1981). Some uses of mentalistic data in second language research. Language Learning, 31, 285-313.

420     Chamot, A. U., & O'Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Qtr, 21, 227-249.

421     Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69-83.

422     O'Malley, J. M., Chamot, A. U., Stewner-Manzannares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.

423     Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.

424     Robinson, M. (1991). Introspective methodology in interlanguage pragmatics research. In G. Kasper (ed.), Pragmatics of Japanese as Native and Target Language. (Technical Report #3). Honolulu, Hawai'i: University of Hawai'i, Second Language Teaching & Curriculum Center. pp. 27-82.

425     Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267.

426(cf. AL 355) Cohen, A. D. (1997). Language learning in an accelerated college program: A case study of a Lerner in search of the vernacular. Paper presented at the 17th Annual Second Language Research Forum, Michigan State University, October 17-19, 1997.

427     Cohen, A. D., and Weaver, S. J. (1998). Strategies-based instructions for second language learners. In W. A. Renandya, and G. M. Jacobs (eds.), Learners and Language Learning. Anthology Series 39, Singapore: SEAMEO Regional Language Centre. pp. 1-25.

428     Cohen, A. D., Weaver, S. J., and Li, T. Y. (1996). The impact of strategies-based instruction on speaking a foreign language. Minneapolis MN: Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota.

429 Reserved number

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AL(7) 430-462

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430     Schegloff, E. A., Jefferson, G., & Sacks H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 52(2): pp. 361-383/

431     Grice, H. P. (1968). Utterer's meaning, sentence-meaning, and word-meaning. Foundations of Language 4, 225-242.

432     Grice, H. P. (1975). Logic and conversation. In P. Cole and J. L. Morgan (eds.), Syntax and semantics, Vol. 3: Speech acts (pp. 41-58). New York: Seminar Press. 1975,

433     Schober, M. (1993). Spatial perspective-taking in conversation. Cognition, 47(1), 1-24. (from Wilkes-Gibbs 1997)

434     Wilkes-Gibbs, D., and Clark, H. (1992). Coordinating beliefs in conversation. Journal of Memory and Language, 31, 183-194. (from Wilkes-Gibbs 1997)

435     Schober, M., and Clark, H. (1989). Understanding by addresses and overhearers. Cognitive Psychology, 21, 211-32. (from Wilkes-Gibbs 1997)

436     Wilkes-Gibbs, D. (1995). Coherence in collaboration: Some examples from conversation. In M. Gernsbacher & T. Givon (eds.), The coherence in spontaneous texts (pp. 239-76). Amsterdam: John Benjamins. (from Wilkes-Gibbs 1997)

437     Streeck, J. (1980). Speech acts in interaction: A critique of Searle. Discourse Processes, 3, 133-154.

438     McDermott, R. P., & Roth, D. R. (1978). The social organization of behavior: Interactional approaches. Annual Review of Anthropology, 7, 321-345/

439     Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17(3), 295-306.

440     Kubota, R. (1999). Japanese culture constructed by Discourses: Implications for applied linguistics research and ELT. TESOL Qtr., 33(1), 9-35.

441     Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT materials: the case of complaints. EJT Journal, 49(1), 44-58.

442     Bardovi-Harlig, K., & Dornyei, Z. (1998). do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Qtr., 32(2), 233-262.

443-1 (Journal in office) Celce-Murcia, M, Dornyei, Z., Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in communicative language learning? TESOL Qtr., 31(1), 141-152.

443-2 (Journal in office) Thornbury, S. (1998). Comments on Marianne Celce-Murcia, Zoltan Dornyei, and Sarah Thurrell's Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Qtr., 32(1), 109-116.

444 (Journal in office) Celce-Murcia, M, & Dornyei, Z. (1998). On directness in communicative language teaching. TESOL Qtr., 32(1), 116-119.

445 Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Qtr., 32(1), 39-60.

446     Kasper, G, & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. SSLA, 18, 149-169.

447     Robinson, P. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enchanted, and instructed conditions. SSLA, 19, 223-247.

448     Williams M. (1988). Language taught for meetings and language used in meetings: Is there anything in common? Applied Linguistics, 9(1), 45-58.

449     Bardovi-Harlig, K., & Hartford, B. S. (1995). The construction of discourse by nonnative speakers. SSLA, 17, 125-128.

450     House, J. (1996), Developing pragmatic fluency in English as a foreign language. SSLA, 18, 225-252.

451     Ellis, R. Grammaticality judgments and second language acquisition. SSLA, 13, 161-186.

452     Kasper, G. (1996). Introduction: Interlanguage pragmatics in SLA. SSLA, 18, 145-148.

453     Maynard, S. K. (1996). Presentation of one's view in Japanese newspaper columns: Commentary strategies and sequencing. TEXT, 16, 391-421.

454     Maynard, S. K. (1995). Interrogatives that seek no answers: Exploring the expressiveness of rhetorical interrogatives in Japanese.. Linguistics, 33, 501-530.

455     Maynard, S. K. (1995). Commentary questions in Japanese: Cognitive sources and pragmatic resources. Studies in Language, 19, 447-487.

456     Kirkpatrick, A. (1993). Information sequencing in Modern standard Chinese in a genre of extended spoken discourse. TEXT, 13, 423-453.

457     Trikkonen-Condit, S., and Lieflander-Loistinen, L. (1989). Argumentation in Finnish versus English and German editorials. In Discourse Interpretation Argumentation, ed. by Martin Kusch and Hartmut Schroder, pp. 173-181, Hamburg: Buske.

458     Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Qtr., 31(1), 71-94.

459     Cullivan, C. B. (1995). Preferences for electronic mail in organizational communications tasks. The Journal of Business Communication, 32(1), 49-64.

460     Someya, Y. (1998)?? The state of written business communication in English in Japanese workplace: A questionnaire survey. ???

461     Louhiala-Salminen, L. (1996). The business communication classroom vs reality: What should we teach? English for Specific Purposes, 15(1), 37-71.

462     Tanaka, S. O., and Tanaka, H. (1995). A survery of Japanese sources on the use of English in Japan. World Englishes, 14(1), 117-135.

 

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AL(8) 463-531

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463     Foster, Pauline. (1998). A Classroom Perspective on the Negotiation of Meaning. Applied Linguistics, Vol 19, No. 1 p1-23.

464     Oliver, Rhonda. (1998). Negotiations of Meaning in Child Interactions. Modern Language Journal, Vol 82, No. 3, pp. 372-386.

465     Maxim, Hiram H. (1998). Authorizing the Foreign Language Students. Foreign Language Annals, Vol. 31, No. 3, pp. 407-30.

466     Brock, C. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly 20, 47-59.

467     Doughty, C. and Pica, T. (1986). Information gap tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20, 305-25.

468     Pica, T., Halliday, L. ,Lewis, N., and Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63-90.

469     Thorne, C., and Quang, W. (1996). Action research in language teacher. ELT Journal, 50/3, pp. 254-262.

470    Ellis, R. (1997). The Empirical Evaluation of Language Teaching Materials. ELT Journal, Vol. 51/1, pp. 36-42.

471     Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition. Studies in Second language Acquisition, 16, 283-302.

472     Mackey, A., & Philp, J. (1998). Conversational interaction and second language development. Modern Language Journal, 82, 338-356.

473     Aston, G. (1986). Troubleshooting interaction with learners. The more the merrier? Applied Linguistics 7: 128-143.

474     Crooks, G. (1990). The utterance, and other basic units of second language discourse analysis. Applied Linguistics, 11/2/ 183-99.

475     Crookes, G. (1993). Action research for second language teachers: going beyond teach research. Applied Linguistics 14/2: 130-44.

476     Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions. Language Learning, 44/3: 493-527.

477     Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (eds.), Input second language acquisition (pp. 235-256). Rowley, MA: Newbury House.

478     Long, M. (1985). Input and second language acquisition theory. In S. M. Gass and C. G. Madden (eds.), Input and second language acquisition: 377-393. Rowley, MA.: Newbury House.

479     Swain, M. (1996). Three functions of output in second language learning. In G. Cook and B. Seidlhofer (eds.), Principle and practice in applied linguistics. Oxford: Oxford University Press, pp. 125-144.

480     Tarone, E., & Liu, G. Q. (1996). Situational context, variation, and second language acquisition. In G. Cook and B. Seidlhofer (eds.), Principle and practice in applied linguistics. Oxford: Oxford University Press, pp. 107-124.

481     Brock, C., Crookes, G., Day, R., & Long, M. (1986). The differential effects of corrective feedback in native speaker-non-ntive speaker conversation. In R. Day (ed.), Talking to learn (pp. 229-236). Rowley, MA: Newbury House.

482     Nassaji, Hossein. (1999). Towards Integrating Form-Focused Instruction and Communicative Interaction in the Second Language Classroom: Some Pedagogical Possibilities. Canadian Modern Language Review; Vol. 55 No. 3, pp. 385-402. (FonF の具体的指導方法について。)

483     Krupa-Kwiatkowski, Magdalena. (1998). You Shouldn't Have Brought Me Here!: Interaction Strategies in the Silent Period of an Inner-Directed Second Language Learner. Research on Language and Social Interaction; Vol. 31, No. 2, pp. 133-75.

484     Hansen, Lynne. Universals in Relative Clause Acquisition: Evidence from Child and Adult L1 and L2 Learners of Hindi-Urdu. Language Learning; v36 n2 p143-58 Jun (1986).

485     Pavesi, Maria. Markedness, Discoursal Modes, and Relative Clause Formation in a Formal and an Informal Context. Studies in Second Language Acquisition; v8 n1 p38-55 Feb (1986).

486     Eckman, Fred R.; And Others. On the Generalization of Relative Clause Instruction in the Acquisition of English as a Second Language. Applied Linguistics; v9 n1 p1-20 Mar (1988).

487     Pienemann, Manfred; And Others. Constructing an Acquisition-Based Procedure for Second Language Assessment. Studies in Second Language Acquisition; v10 n2 p217-43 Jun (1988).

488     Pienemann, Manfred. Is Language Teachable? Psycholinguistic Experiments and Hypotheses. Applied Linguistics; v10 n1 p52-79 Mar (1989).

489     Quintero, Kate Wolfe. Learnability and the Acquisition of Extraction in Relative Clauses and WH-Questions. Studies in Second Language Acquisition; v14 n1 p39-70 Mar (1992).

490     Sadighi, Firooz. The Acquisition of English Restrictive Relative Clauses by Chinese, Japanese, and Korean Adult Native Speakers. IRAL; v32 n2 p141-53 (1994).

491     Willis, D. (1996). Accuracy, fluency and conformity. In C. Willis and D. Willis (eds.), Challenge and change in Language Teaching. Oxford: Heinemann.

492     Long, M. H., and Sato, C. J. (1983). Classroom foreigner talk discourse: Forms and functions of teachers' questions. In H. W. Seliger & M. H. Long (eds.), Classroom oriented research in second language acquisition (pp. 268-285). Rowley, MA: Newbury House.

493     Wray, Alison; Perkins, Michael R. (2000). The Functions of Formulaic Language: An Integrated Model. Language & Communication; Vol. 20 No. 1 pp. 1-28, Jan 2000

494     Pienemann, Manfred; Johnston, Malcolm. (1996). A Brief History of Processing Approaches to SLA: Reply to Mellow. Second Language Research; v12 n3 p319-34.

495     Mellow, J. Dean. (1996). On the Primacy of Theory in Applied Studies: A Critique of Pienemann and Johnston (1987). Second Language Research; v12 n3 p304-18.

496     Hawkins, Roger; Yet-hung Chan, Cecilia. (1997). The Partial Availability of Universal Grammar in Second Language Acquisition: The Failed Functional Features Hypothesis. Second Language Research; v13 n3 p187-226.

497     De Villiers, Jill; Roeper, Thomas. (1995). Relative Clauses Are Barriers to Wh-Movement for Young Children. Journal of Child Language; v22 n2 p389-404.

498     Croteau, K. C. (1995). Second language acquisition of relative clause structures by learners of Italian. Eckman, F., Highland, D., Lee. P. W., Mileham, J., & Weber, R. R., (Eds.) Second Language Acquisition Theory and Pedagogy. Mahwah, New Jersey: Lawrence Erlbaum Associates. pp. 115-128. Book ISBN-0-8058-1687-9 ED386931.

499     Kasper, G. (1997). Beyond reference. In G. Kasper and E. Kellerman (eds.), Communication Strategies: Psycholinguistic and sociolinguistic perspectives (pp. 345-360). London: Longman.

500     Dornyei, Z., & Kormos, J. (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20, 349-385.

501     Warshauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly 34/3, pp. 511-535. [English and its education for the 21 century]

502     Horibe, H. (2000). Is English Cinderella, a kidnapped or adopted child, or Godzilla? Diverse perspectives and pedagogical conflicts. JALT Journal, 22/2, pp. 326-340. [World Englishes]

503     Kawada, J. (2000). The local and the global in technology. Working Paper, UNESCO World Culture Report Unit. [Local vs. global, universal vs. particular]

504     Hyltenstam, K. (1984). The use of typological markedness as a predictor in second language acquisition: The case of pronominal copies in relative clauses. In R. W. Andersen (eds.), Second language: A cross-linguistic perspective (39-58). Rowley, MA: Newbury House. 1984.

505     Keenan, E. L., & Comrie, B. (1977). Noun phrase accessibility and universal grammar. Linguistic Inquiry 1, 63-99. [Relative clause, markedness, language typology, Accessibility hypothesis]

506(in Journal) Gorsuch, G. J. (2000). EFL educational policies and educational cultures: Influences on teachers' approval of communicative activities. TESOL Quarterly, 34/4, pp. 675-710.

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507-516: From B568 Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.

507(B568) Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.). pp. 15-41. [Focus on form]

508(B568) Dekeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.). pp. 42-63. [Focus on form]

509(B568) Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.). pp. 64-81. [Focus on form]

510(B568) White, J. (1998). Getting the learners' attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.). pp. 85-113. [Focus on form]

511(B568) 511 Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.). pp. 114-138. [Focus on form]

512(B568) Williams, J., & Evans, J. (1998). What kind of focus on which forms? In C. Doughty & J. Williams (Eds.). pp. 139-1155. [Focus on form]

513(B568) Harley, B. (1998). The role of focus-on-from tasks in promoting child L2 acquisition. In C. Doughty & J. Williams (Eds.). pp. 156-174. [Focus on form]

514(B568) Lightbown, P. M. (1998). The importance of timing in focus on form. In C. Doughty & J. Williams (Eds.). pp. 177-196. [Focus on form]

515(B568) Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.). pp. 197-261. [Focus on form]

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516     Hamilton, R. (1994). Is implicational generalization unidirectional and maximal? Evidence from relativization instruction in a second language. Language Learning 44(1), pp. 123-157. [Focus on form, relative clause, maximality and unidirectionality]

517     Doughty, C. (1991). Second language instruction does make a difference: Evidence form an empirical study of SL Relativization. Studies in Second Language Acquisition, 13, 431-469. [Focus on form, relative clause, acquisition order]

518     Kasper, G. (2000). Pragmatics in language teaching and testing. Paper presented at JALT 2000 in Shizuoka. [pragmatics, data collection]

519     Nakamura, I. (2000). Looking at Asian EFL students' silent actions. Paper presented at JALT 2000 in Shizuoka.

520     Einwaechter, N. (2000). Customizing software for the classroom. Paper presented at JALT 2000 in Shizuoka.

521     Pellowe, B. (2000). Negotiation for meaning in EFL contexts. Paper presented at JALT 2000 in Shizuoka.

522     Faucette, P. (2000). Communication strategies in the classroom: Classroom activities from experienced teachers and ELT materials. Paper presented at JALT 2000 in Shizuoka.

522     Crawford, J. (1999). Heritage languages in America: Tapping a ‘Hidden’ resource. http:..ourworld. compuserve.com/homepages/JWCRAAWFORD/

524     Kellerman, E. (1998). When words fail: From communication strategies to strategies for communication. In K. Malmkjaer & J. Williams (eds.), Context in language learning and language understanding (pp. 91-112). Cambridge: Cambridge University Press.

525     Poulisse, N. (1993). A theoretical account of lexical communication strategies. In Schreuder, R., & Weltens, B. (Eds.), The bilingual lexicon (pp. 157-189). Amsterdam: John Benjamins Publishing. (Paper sent by the author).

526     Schinke-Llano, L. ?. Reenvisioning the second language classroom: A Vygotskian approach. (出典 入手先不明)

次の4点は同じ本から(出典不明:多分 Carol からコピーさせてもらったもの)

527     Gruhn-Garavito, J. L. S. ? L2 acquisition of verb complementation and binding principle B.

528     Farsen-Freeman, D. ?. On the teaching and learning grammar: Challenging the myths.

529     Cohen, A. D. (1995). SLA theory and pedagogy: some research issues. In F. R. Eckman (Ed.), Second language acquisition theory and pedagogy (pp. 219-233). Mahwah, NJ: Lawrence Erlbaum.

530     Tarone, E. (1995). A variationist framework for SLA research: Examples and pedagogical insights. In F. R. Eckman (Ed.), Second language acquisition theory and pedagogy (pp. 255-271). Mahwah, NJ: Lawrence Erlbaum.

531     Batstone, R. (1996) Key concepts in ELT: Noticing. ELT Journal Volume 50/3, p. 273. (Handout probably by Tom at JALT 2000 in Shizuoka.)

 

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532     Berent, G. P. (1994). The subset principle in second-language acquisition. In B425 E. Tarone, S. M. Gass & A. D. Cohen (Eds.), Research methodology in second-language acquisition (pp. 17-39). Hillside, NJ: Lawrence Erlbaum Associate.

533     Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147-163. [Against Consciousness raising, Negative data a& explicit language data does not help raise competence.]

534     VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition 12, pp. 287-301. [conscious attention on meaning and form]

535     VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition 15, pp. 225-241. [comparison of two different instructions: grammar teaching vs. processing instruction. Explicit instruction]

535-2  VanPatten, B., & Cadierno, T. (1993). Input processing and seconded language acquisition: A role for instruction. The Modern Language Journal, 77, p. 45-57. [comparison of two different instructions: grammar teaching vs. processing instruction. Explicit instruction]

536     Dekeyser, R. (1995). Learning second language grammar rules: An experiment with a miniature linguistic system. SSLA, 17(3), 379-410. [deductive vs. inductive, explicit vs. implicit, categorical rules vs. prototype, Implexan]

537     Dekeyser, R. (1997). Beyond explicit rule learning: Automatizing second language morphosyntax. SSLA, 19(2), 196-221. [auomaticity, practice, production vs. comprehension, autopractan]

538(=516) Hamilton, R. (1994). Is implicational generalization unidirectional and maximal? Evidence from relativization instruction in a second language. Language Learning, 44(1), 123-157.

539     Konishi, K. (2001). Native English speakers’ use of communication strategies as EFL teaching norms. Studies in Language and Literature, 20(2), pp. 1-28.

540     Kim, I. H. (2000). The current state of English language teaching the elementary and secondary school level in Korea. Presented at a teacher training program at Shudo University, August 2, 2000.

541     Huh, J. M. (2000). ELT in Korean universities and colleges: Past, present, and future. Presented at a teacher training program at Shudo University, August 2, 2000.

542     Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), pp. 727-752. [idea unit analysis, structure, narrative, expository]

543     Lee, J. F. (1986). On the use of the recall task to measure L2 reading comprehension. Studies in Second Language Acquisition, 8, 201-212. [reading comprehension, L1 recall, L2 recall, directions for comprehension questions.]

544     Carr, T. H., & Curran, T. (1994). Cognitive factors in learning about structured sequences: Applications to syntax. Studies in Second Language Acquisition, 16, 205-230.

545     Herbert, R. K. (1990). Sex-based differences in compliment behavior. Language in Society, 19, 201-224. [compliment, sex difference, taxonomy of compliments, complement response]

546     Holmes, J. (1988). Paying compliments: A sex-referential politeness strategy. Journal of Pragmatics, 12, 445-465. [compliment, sex difference, politeness, taxonomy]

547     Holmes, J., & Brown, D. F. (1987). Teachers and students learning about compliments. TESOL Quarterly, 21/3, 523-546.

548(in B479) Houck, N., & Gass, S. M. (1995). Non-native refusals: A methodological perspective. In S. M. Gass, & J., Neu (Eds.), Speech Acts Across Cultures: Challenges to Communication in a Second Language. New York: Mouton de Gruyter, pp. 45-64. [methodology, DCT, role-play, refusals]

549(in B479) Nelson, G. L, El Bakary, W., & Al Batal, M. (1995). Egyptian and American compliments: Focus on second language learners. In S. M. Gass, & J., Neu (Eds.), Speech Acts Across Cultures: Challenges to Communication in a Second Language. New York: Mouton de Gruyter, pp. 109-128. [compliment, Arabic compliment, American compliment, communicative competence]

550(in B479) Koike, D. A. (1995). Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In S. M. Gass, & J., Neu (Eds.), Speech Acts Across Cultures: Challenges to Communication in a Second Language. New York: Mouton de Gruyter, pp. 257-281. [Spanish speech acts, transfer, proficiency and speech acts, listening comprehension]

551(in B479) Graham, J. L. (1995). Culture, negotiations and international cooperative ventures. In S. M. Gass, & J., Neu (Eds.), Speech Acts Across Cultures: Challenges to Communication in a Second Language. New York: Mouton de Gruyter, pp. 317-338. [business negotiation, context, content, cross-cultural communication]

552     Garcia, O. (1996). Bilingual education. In F. Coulmas (ed.), The Handbook of Sociolinguistics (pp. 405-420). Cambridge, MA: Blackwell Publishers Ltd. [bilingualism, history of bilingual education, monolingual, submersion, immersion]

553     Beebe, L. M., Takahashi, T., & Uliss-Weltz, R. (1990). In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing Communicative Competence in a Second Language. Heinle & Heinle Publishers. [speech acts, refusals, requests, invitations, offers, suggestions]

554     Nelson, G. L., Al-Batal M, & Echols, E. (1996). Arabic and English Compliment Responses: Potential for Pragmatic Failure. Applied Linguistics. 7/4, pp. 411-32.

555     VanPatten, B, & Sanz, C. (1995). From input to output: Processing instruction and communicative tasks. In F. Eckman et al. (Eds.), Second language acquisition theory and pedagogy (169-185). Mahwah, NJ: Erlbaum.

556     Rose, K. R. (1994). On the validity of discourse completion tests in non-Western contexts. Applied Linguistics 15, 1-14.

557     Thomas, J. (1983). Cross-cultural pragmatic failures. Applied Linguistics 4/2, 92-112.

558     Thomas, J. (1984). Cross-cultural discourse as inequal encounter: Towards a pragmatic analysis. Applied Linguistics 5, 226-35.

559     Bardovi-Harlig, Kathleen; Hartford, Beverly S. (1993). Learning the Rules of Academic Talk: A Longitudinal Study of Pragmatic Change. Studies in Second Language Acquisition. 15/3, pp. 279-304.

560     Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.

 

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561     Kasper, G., Rose, K. R. (1999). Pragmatics and SLA. Annual Review of Applied Linguistics, 19, pp. 81-104. (Original in office)

562     Clankie, S. M. (1993). The use of expressions of gratitude in English by Japanese and American university students. Kenkyu Ronshu/Journal of Inquiry and Research, No. 58, pp. 37-71.

563     Herbert, R. K. (1989). The ethnography of English compliments and compliment responses: A contrastive sketch. In W. Oleksy (ed.), Contrastive pragmatics. Amsterdam: John Benjamins, pp. 3-35.

564     Holmes, J. (1988). Compliments and compliment responses in New Zealand English. Anthropological Linguistics, 28, 485-508.

565     Gass, S. M. (1982). From theory to practice. In M. Hines & W. Rutherford (Eds.), on TESOL '81: Selected papers from the Fifteenth Annual Conference of Teachers of English to Speakers of Other Languages (pp. 129-139). Washington DC: TESOL.

566     Pomerantz, A. (1978). Compliment responses: Notes in the cooperation of multiple constraints. In J. Schenkein (eds.), Studies in the organization of conversational interaction. New York: Academic Press. Pages, 79-112. [compliments, agree/disagree, accept/reject, avoidance of self-praise]

567     Chen, R. (1993). Responding to compliments: A contrastive study of politeness strategies between American English and Chinese speakers. Journal of Pragmatics 20, 49-75.

568     Barnlund, Dean C., & Araki, S. (1985). International encounters: The management of compliments by Japanese and Americans. Journal of Cross-Cultural Psychology 16, 9-26. [compliments, Japanese vs. US, cross-cultural]

569     Gu, Y. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics 14: 237-257. [Politeness principle, Grice, Brown and Levinsion]

570     Kasper, G. Linguistic politeness: Current research issues. Journal of Pragmatics 14: 193-218.

571(BK479) Maeshiba, N., Yoshinaga, N., Kasper, G, and Ross, S. (1996). Transfer and proficiency in interlanguage apologizing. In S. Gass and J. Neu (eds.), Speech acts across cultures. Muton DeGrayter.

572     Kasper, G. (1997). Can pragmatic competence be taught? Second Language Teaching & Curriculum Center, University of Hawai'i,
URL: http://www.lll.hawaii.edu/nflrc/NetWorks/NW6/default.html [pragmatics, sociopragmatic vs. pragmalinguistic, teachability]

573     Jenkins, S., and Hinds, J. (1987). Business letter writing: English, French, and Japanese. TESOL Quarterly, 21/2, 327-349. [business letter, English, French, Japanese, rhetorical comparison]

574     Kubota, R. (2001). Discursive construction of the images of U.S. Classrooms. TESOL Quarterly 35/1, pp. 9-38. <Original in office>

575     Susser, B. (1998). EFLAfs Othering of Japan: Orientalism in English language teaching. JALT Journal, Vol 20/1, pp. 49-82. <Original in office>

576     Ho, Sun-Young (S-Y). (2001). Two types of input modification and EFL reading comprehension: Simplification versus elaboration. TESOL Quarterly 35/1, 69-96. [reading comprehension, modification, simplification, elaboration, T-unit, S-notes] <Original in office as well as a copy>

577     Kawamura, Y., & Sato, K. (1996). The acquisition of request realization in EFL learners. JACET Bulletin 27, 69-86. <Original in office>

578     Rinnert, C., and Kobayashi, H. (1999). Requestive hints in Japanese and English. Journal of Pragmatics 31, 1173-1201.

579     Konishi, M. (1993). Correlation between the attitude toward cultures and the proficiency in English; A study on Japanese university Students. Risho Daigaku Kyouyou-bu Kiyo 26, 250-231.

580 Konishi, M. year? Correlation between the attitudes toward cultures and the involvement in language learning; A study on Japanese university students. ?? [日本語論文 小西正恵「日本人大学生の持つ文化に対する態度と外国語学習に取り組む姿勢」]

581(Journal in office) Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35/4, 537-560.

582(Journal in office) Nakahama, Y., Tyler, A., van Lier, L. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35/3, 377-405.

583(Journal in office) Littlemore, L. (2001). Metaphoric competence: A language learning strength of students with a holistic cognitive style? TESOL Quarterly, 35/3, 459-491.

584     Kubota, R. (2001). Teaching world Englishes to native speakers of English in the USA. World Englishes, 20/1, 47-64.

585(Journal in office) Russell, G., & Loschky, L. (1998). The need to teach communication strategies in the foreign language classroom. JALT Journal, 20/1, 100-114.

586(Journal in office) Susser, B. (1998). EFLAfs othering of Japan: Orientalism in English language teaching. JALT Journal, 20/1, 49-82.

587     Robinson, P. (1989). Procedural vocabulary and language learning. Journal of Pragmatics, 13, 523-546.

588     de Bot, K. (1996). The psycholinguistics of the output hypothesis. Language Learning, 46/3, 529-555.

589     Marco, M. J. L. (1999). Procedural Vocabulary: Lexical Signaling of Conceptual Relations in Discourse. Applied Linguistics. 20/1. pp. 1-21.

590     Seedhouse, P. (1997). Combining form and meaning. ELT Journal, 51/4, 336-344.

591     Harris, M. (1997). Self-assessment of language learning in formal setting. ELT Journal, 51/1, 12-20.

592     Celce-Murcia, M, Dornyei, Z., & Thurrell, S (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31/1, 141-152.

593     Hassan, B. A. 2001. New trends in teaching grammar in the secondary school: A review article. ERIC Document No. ED454727.

594     Cenoz, Jasone. (1998). Pauses and communication strategies in second language speech. ERIC Document No. ED426630.

595     Ellis, R., Basturkmen, H., and Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning 51/2, 281-318.

596     Nishimura, K. (2000). Effective Ways of Communicative Instruction in the Japanese EFL Classroom: Balancing Fluency and Accuracy. ERI C Document No. ED442297

597     Ogane, M. (1998). Teaching Communication Strategies. ERIC Document No. ED419384

598     Faucette, P. (2001). A pedagogical perspective on communication strategies: Benefits of training and an analysis of English language teaching materials. Second Language Studies (University of Hawaii), 19/2.
http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html

599     Wongsawang, P. (2001). Culture-specific notions in L2 communication strategies. Second Language Studies (University of Hawaii), 19/2.
http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html

600     Bruton, A. (1999). Communicative task-based learning: What does it Resolve? ERIC Document No. ED427537.

601     Xiaoqing, L. (1997). A brief introduction to the communicative language teaching. ERIC Document No. ED404863.

602     Yarmohammadi, L., & Sief, S. (1992). More on communication strategies: Classification, resources, frequency and underlying processes. IRAL, 30/3, 223-232.

603     Miura, T. (2000). A system for analyzing conversation textbooks. JALT Journal 22/1, 6-26.

604     Lamie, J. M. (2000). Teachers of English in Japan: Professional development and training at a crossroads. JALT Journal, 22/1, 27-45.

605     Lynch, T. (2001). Seeing what they meant: transcribing as a route to noticing. ELT Journal, 55/2, 124-132.

606 (Journal in office) Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56.

607 (Journal in office) Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 28, 127-151.

607-1  Nunan, D. (1994). Two commentaries on Ron Sheen's A critical analysis of the advocacy of the task-based syllabus!. A reader reacts. TESOL Quarterly 28/4, 781-782.

607-2  Long, M. (1994). On the advocacy of the task-based syllabus. TESOL Quarterly 28/4, 782-790.

608     Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.

609     Salomone, A. M., Marsal, F. (1997). How to Avoid Language Breakdown? Circumlocution! Foreign Language Annals, 30/4, 473-484.

610     Chimbganda, A. B. (2000). Communication Strategies Used in the Writing of Answers in Biology by ESL First Year Science Students of the University of Botswana. English for Specific Purposes, 19/4, 305-29.

611     Clennell, Charles. (1999). Metalinguistic Features as Message Enhancers in Learner Discourse. Prospect, 14/1, 20-27.

612     Multhaup, U. (1997). Mental Networks, Procedural Knowledge, and Foreign Language Teaching. Language Awareness, 6/2&3, 75-92.

613     Hosenfeld, Carol; And Others. (1996). Adapting a Cognitive Apprenticeship Method to Foreign Language Classrooms. Foreign Language Annals, 29/4, 588-596.

614    Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia, T. K. (Eds.), Handbook of Second Language Acquisition (pp. 413-468). Academic Pr.

615     Tarone, E. (1984). Teaching strategic competence in the foreign language classroom. In Savignon, S. J. & Berns, M. S. (Eds.), Initiatives in communicative language teaching, (127-136). Boston: Addision-Wesley Publish Company.

616     Jones, F. R. (1992). A language teaching machine: Input, uptake and output in the communicative classroom System, 20, 133-150.

617     Thornbury, S. (1996). Teachers research teacher talk. ELT Journal, 50, 279-289.

618-1  Swan, M. (1985). A critical look at the communicative approach (1). ELT Journal, 39/1, 2-12.

618-2  Swan, M. (1985). A critical look at the communicative approach (2). ELT Journal, 39, 76-87.

619     Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48.

621     Spada, N., & Lightbown, P. M. (1993). Instruction and the development of questions in the L2 classroom. Studies in Scond Language Acquisition, 15, 205-224.

622     Zephir, F. (2000). Focus on form and meaning: Perspectives of developing teachers and action-based research. Foreign Language Annals, 33/1, 19-30.

623 (=387) Liskin-Gasparro, J. E. 1996. Circumlocution, communication strategies, and the ACTFL proficiency guidelines: An analysis of student discourse. Foreign Language Annals 29(3): 317-330.

624     Muranoi, Hitoshi. (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50/4, 617-673.

625     Kumaravadivelu, B. (1993). Maximizing learning potential in the communicative classroom. ELT Journal 47/1, 12-21. (AL 632 Seedhouse 1996 から、特にp. 12 に注目)

626     Labarca, A., & Khanji, R. (1986). On communication strategies: Focus on interaction. Studies in Second Language Acquisition, 8, 68-79. (AL623 Liskin-Gasparro 1996 から、特にp. 78 communicative ability emerges precisely when students can make less use of CS, rather than when they learn how to use them, したがってCSは教えるに値しないと主張。)

627     Celce-Murcia, M, Dornyei, Z., Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6, 5-35.

628     Marrie, Barbara; Netten, Joan E. (1991). Communication Strategies. Canadian Modern Language Review, Vol. 47/3, pp. 442-62.

629     de Bot, K. 2000. Psycholinguistics in Applied Linguistics: Trends and Perspectives. Annual Review of Applied Linguistics, 20, 224-37.

--------- xxxx 630-649 reserved 結局 revserd ではない。------- 2002 Spring Semester, Graduate School Series ----------

631     Tyler, A. (1995). The coconstruction of cross-cultural miscommunication. Studies in Second Language Acquisition, 17, 129-152.

632-1  Seedhouse, P. (1996). Classroom interaction: Possibilities and impossibilities. ELT Journal, 50/1, 16-24.

632-2  Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53/3, 149-156.


END of MAC (長い間のご愛顧、ありがとうございました。これにてMac での入力を終了いたします。)ここからWindows XP


633     Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.

634     Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21/3, 354-375.

635     Fotos, S. S. (1993). Consciousness raising and noticing through focus on form: Grammar task performance versus formal instruction. Applied Linguistics, 14/4, 385-407.

636     Fotos, S. S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25/4, 605-628.

637    Bygate, M. (1988). Units of oral expression and language learning in small group interaction. Applied Linguistics, 9, 59-82.

638     Brown, R. (1991). Group work, task difference, and second language acquisition. Applied Linguistics, 12/1, 1-12.

639     Yule, G., Powers, M., & Macdonald, D. (1992). The variable effects of some task-based learning procedures on L2 communicative effectiveness. Language Learning, 42/2, 249-277.

640     Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45/1, 99-140.

641     Schmidt, R., ed. (1995). Attention and awareness in foreign language learning (Technical report No. 9). Hawaii: University Hawaii Second Language Teaching and Curriculum Center.

642     Bialystok, E. (1981). The role of linguistic knowledge in second language use. Studies in Second Language Acquisition, 4, 31-45. explicit/implicit knowledge について

643     Long, M. 1983. Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.

644     Rutherford, W., & Sharwood Smith, M. (1985). Consciousness-raising and universal grammar. Applied Linguistics, 6, 274-282. 最初に consciousness-raisingをいった研究

645     Beber, D., Conrad, S., and Rippen, R. (1994). Corpus-based approaches to issues in applied linguistics. Applied Linguistics, 15/2, 169-189.

646     Robinson, P. (1995). Review article: Attention, memory, and the noticing hypothesis. Language Learning 45/2, 283-331.

647     Larsen-Freeman, D. (2002). Making sense of frequency. Studies in Second Language Acquisition, 24/2, 275-285.

648     Tarone, E. (2002). Frequency effects, noticing, and creativity. Studies in Second Language Acquisition, 24/2, 287-296.

649     Hulstijn, J. H. (2002). What does the impact of frequency tell us About the language acquisition device? Studies in Second Language Acquisition, 24/2, 269-73.

650     Gass, S. M., & Mackey. (2002). Frequency effects and second language acquisition: A complex picture? Studies in Second Language Acquisition, 24/2, 249-260.

651     Wolter, B. (2001). Comparing the L1 and L2 mental lexicon: A depth of individual word knowledge model. Studies in Second Language Acquisition, 23/1, 41-69.

652     Ansarin, A. A., & Syal, P. (1999). Communication strategies revisited: The influence of proficiency on the selection of strategies; the authors outmaneuvered?

653     Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21/1, 47-77.

654     Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51/3, 539-558.

655     Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22/1, 1-26.

656     Barcroft, J. (2001). Acoustic variation and lexical acquisition. Language Learning, 51/4, 536-590.

657     Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23/3, 345-368.

658     Kormos, J. (2000). The timing of self-repairs in second language speech production. Studies in Second Language Acquisition, 22, 145-167.

659     Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15/2, 165-179.

660     Sharwood Smith, M. (1994). The unruly world of language. In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 33-43). London : Academic Press.

661     Ellis, N. (1994). Introduction: Implicit and explicit language learning - An overview.. In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 33-43). London : Academic Press.

662     Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545.

663     Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237-326). Rowley, Ma: Newbury House.

664     Paradis, M. (1994). Neurolinguisitc aspects of implicit and explicit memory: Implications for bilingualism and SLA. In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 33-43). London : Academic Press.

664-2  Krashen, S. D. (1994). The input hypothesis and its rivals. In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 46-77). London : Academic Press.

644-3  Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. C. Ellis (ed.), Implicit and explicit learning of languages (pp. 3165-209). London : Academic Press.

667 (= 368, 351) Duff

665     Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24/2, 223-236.

666     Ellis, N. R. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24/2, 143-188.

667     Duff, P. A. (1997). The lexical generation gap: A connectionist account of circumlocution in Chinese as a second language. In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives.

668     Paulisse, N. (1997). Compensatory strategies and the principles of clarity and economy (pp. 49-64). In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives.

669     Baba, K. (2001). Vocabulary size and lexical communication strategies in L2 language production. Paper presented at the meeting of the third annual conference of The Japanese Society for Language Sciences, Tokyo, Japan. JSLS2001: The third annual conference of The Japanese Society for Language Science, 97-102.(pdf)

670 =525  Poulisse, N. (1993). A theoretical account of lexical communication strategies. In Schreuder, R., & Weltens, B. (Eds.), The bilingual lexicon (pp. 157-189). Amsterdam: John Benjamins Publishing. (Paper sent by the author).

671     Kellerman, E., & Bialystok, E. (1997). On psychological plausibility in the study of communication strategies (pp. 31-48). In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives.

672     Kasper, G., & Kellerman, E. (1997). Introduction: Approaches to communication strategies (pp. 1-13). In G. Kasper & E. Kellerman (Eds.), Communication strategies: Psycholinguistic and sociolinguistic perspectives.

673     Kowal, M., & Swain, M. (1994). Using collaborative language production tasks to promote students' language awareness. Language Awareness, 3/2, 73-93.

674     Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47/3, 203-210.

675     Izumi, S., Bigelow,k M., Fujiwara, M., & Searnow, S. (1999). Testing the output hypothesis. Studies in Second Language Acquisition, 21m 421-452.

676     Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.

677     Hulstijn, J. H. (2000). The use of computer technology in experimental studies of second language acquisition: A survey of some techniques and some ongoing studies. Language Learning & Technology, 3/2, 32-43.

678     Norris, R. W. (2000). Learning to think backwards: Japanese students and the acquisition of English relative clause. Bulletin of Fukuoka International University, 4, 41-47.

679-1  Norris, R. W. (2001). Teawching relative clauses to Japanese University students: Practical lesson plans. Bulletin of Fukuoka International University, 6, 35-45.

679     Ellis, R., He, Xien. (1999). The roles of modified input and output in the incidental acquisiton of word meaning. SSLA, 21, 285-301. [Temple Univ. Distance?:

680-1 石川慎一郎. (1999). 「コミュニケーション型英語教育における語法指導−教科書と時事英語に見る、関係代名詞 which の制限節内使用について」 (Usage in communicative English: Reconsideration of the usage of the relative pronoun 'which' in restrictie clauses, based on textbooks and media English corpus.) 『静岡県立大学短期大学部研究紀要』第13-1号、31-44

680     Joe, A. (1998). Waht effects do text-based promoting generation have on incidental vocabulary learning? Applied Linguistics, 19,357-377. [Victoria Univ. of Wellington]

681-1 (=245) McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11(2), 113-128?.

681     Schmitt, N. (1998). Tracking the incremental acquisition of second language vocabulary: A longitudinal study. Language Learning, 48(2), 281-317. [Univ. of Nottingham]j

682     Poulisse, N., & Bongaerts, T. (1994). First language use in second language production. Applied Linguistics, 15/1, 36-57.

683     相澤一美、落合夏恵、大崎さつき (2002). 「語彙指導法が語彙学習に及ぼす影響−発表語彙と受容語彙の観点から」『全国英語教育学会大会要項』 pp. 455-458.

684    片桐一彦、望月正道 (2002). 「語彙サイズテスト:3つの版の平行性」『全国英語教育学会大会要項』 pp. 459-460.

685     望月正道 (2002). Lex30 の可能性:連語想は発表語彙を測定してるのか」『全国英語教育学会大会要項』 pp. 461-462.

686     de Bot, K. (1992). A bilingual production model: Levelt's 'speaking' model adapted. Applied Linguistics, 13(1), 1-24. [Univ. of Nijmegen]

687     Henriksen, B. (1999). Three dimensions of vocabulary development. SSLA, 21, 303-317. [University of Copenhagen]

688     Aizawa, Kazumi. (1998). Developing a vocabulary size test for Japanese EFL learners. ARELE, 9, 75-85. [Tokyo Denki Univ.]

689     Noro, T. (2002). The role of depth and breadth of vocabulary knowledge in reading comprehension in EFL. ARELE, 13, 71-80.

690     Keil, F. C., & Batterman, N. (1984). A characteristic-to-defining shift in the development of word meaning. Journal of Verbal learning and Verbal Behavior, 23, 221-236. (Cornell Univ.) [Quoted in Henriksen, 1999: 687]

-------- 溜まっていた論文の整理

691     Houck, N., & Gass, S. M. (1995). Non-native refusals: A methodological perspective. (B479) In S. M. Gass, J. Neu., Eds. (1995). Speech acts across cultures: Challenges to communication in a second language (pp. 45-64). New York: Mouton de Gruyter.

692     Appendix: The CCSARP coding manual. (Ask Rinnert for detailed bib info.)

693     Schumann, F. (1978). Diary of a language learner: A further analysis. In R. C. Scarcella & S. D. Krashen, eds., Research in second language acquisition (pp. 51-57.

694     Kuno, S. (1974). The position of relative clauses and conjunctions. Linguistic Inquiry, 1, 117-136.

695     Norris, R. W. (2000). Learning to think backwards: Japanese students and the acquisition of English relative clauses. 福岡国際大学紀要, 4, 41-46.

696     Norris, R. W. (2001). Teaching relative clauses to Japanese university students: Practical lesson plans. 福岡国際大学紀要, 6, 35-45.

697     Hansen-Strain, L., & Strain, J. E. (1989). Variation in the relative clause of Japanese learners. JALT Journal, 11(2), 211-237.

698     Saunders, N. J. (1986). Relative clause development in Japanese English. JALT Journal, 7(2), 171-187.

699     Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365-391.

700     小泉利恵、山内逸美 (2003). 「日本人中学生のスピーキング能力の発達:自己紹介のタスクを用いて」『関東甲信越英語教育学会』17. 33-44.

701     Rinnert, C., & Kobayashi, H. (2001). Differing perceptions of EFL writing among readers in Japan. Modern Language Journal, 85, 189-209.

702     Johnson, K. (2001). An introduction to foreign language learning and teaching. Longman.

703     Norris, J. M., & Ortega, L. (2000). Effectiveness of l2 instruction: A research synthesis and quantitatie meta-analysis. Language Learning, 50(3), 417-528.

704     Watanabe, Y. (1992). Washback effects of college entrance examination of language learning strategies. JACET Bulletin?, 175-194.

705     Pica, T. (1996). Do second language learners need negotiation? IRAL, 34(1), 1-21.

706     Krashen, S. D. (1994). The input hypothesis and its rivals.

707     Levelt, W. J. M. (1993). The architecture of normal spoken language use. In G. Blanken, J. Dittmann, H. Grimm, J. C. Marshall, & C. W. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp.1-15). Berlin: Walter de Gruyter

708     Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33-51.

709     柳町智治 (2000). 「日本人学習者のジェスチャーが母語話者による評価に与える影響」『北海道大学留学センター紀要』, 4, 102-114.

710 B503 Levelt, W. J. M. 1989. Speaking: From intentions to articulation. Cambridge, Mass.: M.I.T. Press. このうち Chapter 1 speech production modelについて

711     Ishihara, K., Okada, T., & Matsui, S. (1999). English vocabulary recognition and production: A preliminary survey report. Doshisha Studies in Language and Culture, 2(1), 143-175

712     O'Malley, J. M., Chamot, U. U., Stewner-Manzanares, G., Kupper, L, & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.

713     Dadour, E. S., & Robbins, J. (1996). University-level studies using strategy instruction to improve speaking ability in Egypt and Japan. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 157-166). Honolulu, University of Hawaii Second Language Teaching & Curriculum Center.

713     Watanabe, Y. (1997). Input, intake and retention: Efforts of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19, 287-307.

714    Pica, T. (1988). Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning, 38(1), 45-73.

715     Ellis, R., Tanaka, Y., Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning 44(3), 449-491.

716     Fratzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. Modern Language Journal, 79, 3, 329-55.

717     Aston, G. (1986). Trouble-shooting in interaction with learners: The more the merrier? Applied Linguistics, 7(2), 128-143.

718     Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. Modern Language Journal, 89, 76-91.

719     Mackey, A., Philp, J., Ego, T., Fujii A., and Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In Robinson, P., (Ed.), Individual differences and instructed language learning (181-209). Amsterdam, The Netherlands; John Benjamins Publishing Co.

720     Faerch, C., & Kasper, G. (1986). Strategic competence in foreign language teaching. In G. Kasper, (Ed.), Learning, teaching and communication in the foreign language classroom (pp. 179-193). Aaruhus University Press.

721     Wright, M. (1999). Grammar in the languages classroom: Findings from research. Language Learning Journal, 19, 33-39.

722     Klapper, J. (1997). Language learning at school and university: The great grammar debate continues (1). Language Learning Journal, 16, 22-27.

723     Metcalfe, P., Laurillard, D., and Mason, R. (1998). "It's just a word": Pupils' perceptions of verb form and function. Language Learning Journal, 17, 14-20.

724     Hurman, J. (1992). Performance in the A level speaking test by candidates with GCSE training: Oral examiners' views. Language Learning Journal, 5, 8-10.

725(=778->794)       Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14(2), 103-135.

726     Wu, B. 1998. Towards an understanding of the dynamic process of L2 classroom interaction. System, 26, 525-40.

727     Garrett, P., & Shortall,, T. (2002). Learners' evaluation of teacher-fronted and student-centered classroom activities. Language Teaching Research, 6(1), 25-57.

728     Robinson, P., Ting, S. S-S, & Urwin, J. J. (1995). Investigating second language task complexity. RELC Journal, 26(2), 62-79.

729     Eubank, L., & Gregg, K. R. (2002). News flash ? Human still dead. Studies in Second Language Acquisition, 24, 237-247.

730     Biber, D., & Reppen, R. (2002). What does frequency have to do with grammar teaching? SSLA, 24, 199-208.

731     Ellis, N. C. (2002). Reflections of frequency effects in language processing. SSLA, 24, 297-339.

732     Bardovi-Harlig, K. (2002). A staring point? Investigating formulaic use and input in future expression. SSLA, 24, 189-198.

733     Barcroft, J. (2002). Semantic and structural elaboration in l2 lexical acquisition. Language Learning, 52(2), 323-363.

734     Bernini, G. (2000). Negative items and negation strategies in nonnative Italian. SSLA, 22, 399-440.

735     Jarvis, S. (2002). Topic continuity in L2 English article use. SSLA, 24, 387-418.

736     Kobayashi, H., & Rinnert, C. (2001). Factors relating to EFL writers' discourse level revision skills. International Journal of English Studies, 1(2), 71-101.

737     Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. SSLA, 24, 143-188.

738     Izumi, S., Bigelow, M., Fujiwara, M, & Fearnow, S. (1999). Testing the output hypothesis: Effects of output on noticing and second language acquisition. SSLA, 21, 421-452.

739     Pen/ate, M, & Bazo, P. (2001). The effects of repetition, comprehension checks, and gestures, on primary school children in an EFL situation. ELT Journal, 55(3), 281-288.

740 (B630) Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt, (Ed.). Attention and awareness in foreign language learning. University of Hawaii. (Available: 1 Schmidt, 2 Fridman & Doughty, 3 Hulstijn; all abstracts) <Shudo Library 807, SC5>

741 (B630) Jourdenais, R., Ota, M., & Stauffer, S. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt, (Ed.). Attention and awareness in foreign language learning (pp. 183-216). University of Hawaii.

742 (B630) Leeman, J., Arteagoitia, I., Fridman, B., & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidt, (Ed.). Attention and awareness in foreign language learning (pp. 217-258). University of Hawaii.

743 (B630) Hulstjin, J. H. (1995). Not all grammar rules are equal: Giving grammar instruction its proper place in foreign language teaching. In R. Schmidt, (Ed.). Attention and awareness in foreign language learning (pp. 359-386). University of Hawaii.

744 (B493) Flynn, S. (1996). A parameter-setting approach to second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 121-158). Academic Press.

745 (B493) McLaughlin, B., & Heredia R. (1996). Information-processing approaches to research on second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 213-228). Academic Press.

746 (B288) Brumfit, C. (1984). Communicative Methodology in Language Teaching: The Roles of Fluency and Acuracy. Cambridge University Press. Chapters 4, 6, 8

747 (B125?) Anderson, J. R. (?). Human memory: Basic concepts and principles. In J. R. Anderson (1990). Cognitive psychology and its implications (3rd Edition) (pp. 146-177). New York: W.H. Freeman and Company.

748     Sharwood Smith, M. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Second Language Research, 7(2), 118-132.

749     Long, M. H., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82(2), 357-371.

750     Wolf, A. J. E. (1999). Context and relevance theory in language teaching: An exploratory theory approach. IRAL, 37(1), 95-108. (from Ms. Kawamura)

751     Suh, J-S. (1999). Pragmatic perception of politeness in requests by Korean learners of English as a second language. IRAL, 37(3), 195-213, . (from Ms. Kawamura)

752     Fukada, A., & Asato, N. (2004). Universal politeness theory: Application to the use of Japanese honorifics. Journal of Pragmatics, 36, 1991-2002.

753     Billmyer, K., & Varghese, M. (2000). Investigating instrument-based pragmatic variability: Effects of enhancing discourse completion tests. Applied Linguistics, 21(4), 517-552.

754     Matsumura, S. (2003). Modeling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465-491.

755     Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38-49.

756 (1068) 吉田孝 (2001). 「学習方略」としての「文法」理論と実践 『英語心理学と英語教育研究』(吉田孝教授退官記念論文集), 193-223.

757 (1069) 廣森友人 (2001). 「日本人EFL 大学生の言語学習動機づけと英語熟達度の関係について」 JACET 40回大会、藤女子大学、915

758     Long, M. H. (1983). Native speaker/non-native speaker conversation in the second language classroom. In M. Clarke & J. Handscombe (Eds.), On TESOL '82: Pacific perspectives on language learning and teaching (pp. 207-225). Washington, DC: TESOL.

759     White, L. (1987). Again comprehensible input: The input hypothesis and the development of second-language acquisition. Applied Linguistics, 8(1), 95-110.

760     Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21(4), 737-758.

761    McLaughlin, B. (1990). "Conscious" versus "unconscious" learning. TESOL Quarterly, 24(4), 617-634.

762     Yang, L., & Givo'n, T. (1997). Benefits and drawbacks of controlled laboratory studies of second language acquisition. SSLA, 19(2), 172-193.

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763     Hanaoka, O. (2006). Exploring the role of models in promoting noticing in L2 writing. JACET Bulletin 42, 1-13.

764     Ushiro, Y., Shimizu, M., Hijikata, Y., Kasahara, K., nakagawa, C., Morimoto, Y., Sato, T., In’nami, Y. (2006). The effects of visual materials on reading comprehension tests. JACET Bulletin 42, 97-112.

765     Hayashi, Hideo. (2005). Identifying different motivational transitions of Japanese ESL learners using cluster analysis: Self-determination perspectives. JACET Bulletin 41, 1-17.

766     廣森友人. (2005). 外国語学習者の動機づけを高める3つの要因:全体傾向と個人差の観点から. [Three factors that motivate L2 learners: From the perspectives of general tendency and individual differences.] JACET Bulletin 41, 37-50.

767     Ozono, Shuichi. (2005). EFL readers’ retention of content words and logical connectives in short-term memory. JACET Bulletin 41, 141-157.

768     Hiromori, T. (2006). The effects of educational intervention on L2 learners’ motivational development. JACET Bulletin 43, 1-13.

769     磯田貴道 (2006).「授業の中で捉える学習者の動機づけ:認知的評価のプロセスの検証」JACET Bulletin 43, 15-28.

770     Ito, H. (2006). English language education at Finnish primary schools through teachers’ perceptions and beliefs. JACET Bulletin, 43, 29-42.

771     Sugita, M., & Takeuchi, O. (2006). Verbal encouragements for motivating EFL learners: Classroom research. JACET Bulletin 43, 59-71.

772     Kim, Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly 40(2), 341-373.

773     Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.

774     Taguchi, N. 2005. Comprehending implied meaning in English as a foreign language.  Modern Language Journal, 89, pp. 543-562.

775     Taguchi, N. 2007. Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly, 41(2), 313-338.

776     Childs, M. R. (2005). The place of pragmatics in language learning. In D. Tasuki (ed.), Pragmatics in language learning, theory, and practice. The Pragmatics Special Interest Group of the Japan Association for Language Teaching (JALT), pp. 13-24.

777     Hauser, E. (2005). Face-work with limited linguistic resources: Showing concern for face during language learning conversations. In D. Tasuki (ed.), Pragmatics in language learning, theory, and practice. The Pragmatics Special Interest Group of the Japan Association for Language Teaching (JALT), pp. 25-42.

778     田村和代、大谷麻美 (2006). 「第10章 ポジティブ・ポライトネス・ストラタジーの指導の試み」 堀素子他著『ポライトネスと英語教育』、pp. 195-228、ひつじ書房

779     堀素子. 「はじめに」 堀素子他著『ポライトネスと英語教育』、pp. i-xxv、ひつじ書房

780     重光由加、村田泰美・津田早苗. 「第一章 異文化体験アンケート−対人関係の機能を中心として」 堀素子他著『ポライトネスと英語教育』pp. 6-33、ひつじ書房

781     Tatsuki, D. & Nishizawa, M. (2005). A comparison of compliments and compliment responses in television interviews, film, and naturally occurring data. In D. Tasuki (ed.), Pragmatics in language learning, theory, and practice. The Pragmatics Special Interest Group of the Japan Association for Language Teaching (JALT), pp. 87-98.

782     Kite, Y., & Tatsuki, D. (2005). Remedial interactions in film. In D. Tasuki (ed.), Pragmatics in language learning, theory, and practice. The Pragmatics Special Interest Group of the Japan Association for Language Teaching (JALT), pp. 99-117.

783     Atkinson, D. (1999). TESOL and culture. TESOL Quarterly 33(4), 625-654.

以下、番号が重複していました。後ろの番号が新番号。

768->784     Izumi, S. (2003). Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the output hypothesis. Applied Linguistics, 24, 2, 168-96.

769->785     Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis. SSLA, 24, 541-77.

770->786     Ortega, L. (1999). Planning and focus on form in L2 oral performance. SSLA, 21, 1, 109-48.

771->787     Robinson, P. (2001b). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 1, 27-57.

772->788     Kim, Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly 40(2), 341-373.

773->789     McDonough, K. (2005). Identifying the impact of negative feedback and learners’ responses on ESL question development.  SSLA, 27, 1, 79-103.

774->790     Van den Branden, D. (1997). Effects of negotiation on language learners’ output.  Language Learning, 47, 589-636.

775->791     Robinson, R. (2001a). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influence on SLA.  In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). Cambridge Univ. Press.

776->792     Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge Univ. Press.

777->793     Robinson, P. (2003). Attention and memory during SLA. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 631-678). Malden, MA. Blackwell.

778->794(=725)        Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.

795 (B724-K) Muranoi, H. (2007). Output practice in the L2 classroom.  In R. Dekeyser (Ed.) Practice in a Second Language – Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge University Press.

796 (B756-K) Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning.  NY: Palgrave Macmillan.

797 (B758-K) Van den Branden, K. (2006). Task-based Language Education: From Theory to Practice. Cambridge University Press.

798     Nakamura, E. (2006). Learners’ decision-making in task-based language learning through debate. JALT 2006 Conference Proceedings, pp. 267-283.

799     Cook, V. (2008). Multi-competence: Black hole or wormhole for second language acquisition research. In Z-H Han (Ed.), Understanding second language process (pp. 16-26). Clevedon, U.K.: Multilingual Matters.

800     Spada, N., Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly 42(2), 181-207.

801     Suzuki, M. (2008). Japanese learners’ self revisions and peer revisions of their written composition in English.. TESOL Quarterly, 42, 209-233.

802     Reigel, D. (2008). Positive feedback in pairwork and its association with ESL course level promotion. TESOL Quarterly, 42, 79-98.

803     Philp, J. (2003). Constraints on “Noting the cap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25, 99-126.

804     Bigelow, M., Delmas, R., Hansen, K., Tarone, E. (2006). “Literacy and the processing of oral recasts in SLA.” TESOL Quarterly, 40, pp. 665-689.

805     Lyster, R., Mori, H. (2006). International feedback and instructional counterbalance. SSLA, 28, 269-300.

806     Lyster, R., & Ranta, L. (1997)).Corrective feedback and learner uptake. SSLA, 20, 37-66.

807     Miller, T., & Kindt, D. (2008). Interactive feedback in the power-up! tutorial. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 4, pp. 231-263.

808     Lyster, R., & Mori, H. (2008). Instructional counterbalance in immersion pedagogy. In T. Fortune & D. Tedick (Eds.), Pathways to bilingualism and multilingualism: Evolving perspectives on immersion education (pp. 133-151). Clevedon, UK: Multilingual Matters.

809     Lyster, R. (2008). Learning French as a second language through immersion. In D. Ayoun (Ed.), Studies in French applied linguistics (pp. 3-36). Amsterdam/Philadelphia: John Benjamins.

810     Tsang, W. (Summary file missing) (2004). Feedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary Classrooms. Regional Language Center Journal, 35(2), 187-209.

811     Stern, H. H. (1990). Analysis and experience as variables in second language pedagogy. In B. Harley, P. Allen, J. Cummings, & M. Swain (eds.),The development of second language proficiency (pp. 91-109). Cambridge: Cambridge University Press.

812 (B783) Han, Z-H. (2008). On the role of meaning in focus on form. In Z-H. Han (Ed.), Understanding second language process (pp. 45-79). Clevedon, UK: Multilingual Matters.

813     Han, Z-H., Park, E. S., Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.

814     Norris, J. M., & Ortega, L. (2001). Does types of instruction make a difference?  Substantial findings from a meta-analytic review. In R. Ellis & A. Cumming (Eds.), Form-focused instruction and second language learning. Malden, MA: Blackwell Publishers.         

815    Ellis, R. (2001). Introduction: Investigating form-focused instruction. In R. Ellis & A. Cumming (Eds.), Form-focused instruction and second language learning. Malden, MA: Blackwell Publishers.

816     Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies. Oxford University Press.

817    Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). Amsterdam: John Benjamins Publishing.

818     Mackey, A., Polio, C., & McDonough K. (2004). The relationship between experienced, education and teachers’ use of incidental focus-on-form techniques. Language Teaching Research, 8(3), 301-327.

819     Alcón, E., & Guzmán, J.R. (1994). Interlanguage modifications in NS-NNS oral interactions: S study in an English and Catalan language context. Revista Española de Lingüística Aplicada, Vol. 10, pp. 17-26.

820     Miller, T., & Kindt, D. (2008). Interactive feedback in the Power-Up! tutorial. 『名古屋外国語大学現代国際学部紀要』4, 231-263.

821     Kim, J. (2003) A study on negotiation of meaning in NNS-NNS interactions: Focusing on Synchronous CMC. Proceedings of the 8th Conference of Pan-Pacific Association of Applied Linguisitics.

822     Shomoossi, N. (2004) The Effect of teachers’ questioning behavior on EFL classroom interaction: A classroom research study. The Reading Matrix: An International Online Journal, Vol. 4, No. 2, 96-104.  http://www.readingmatrix.com/archives/archives_vol4_no2.html

823     Pica, T., & Long, M. H. (1986). The linguistic and conversational performance of experienced and inexperienced teachers. In Day, R. R. (ed.), Talking to learn": Conversation in second language acquisition (pp. 85-98). Rowley, Mass.: Newbury House.

824     Lyster, R., Lightbown, P. M., & Spada, N. (1999) A response to Truscott’s ‘What’s wrong with oral grammar correction.’ The Canadian Modern Language Review, 55, 457-467.

825     Izumi, S., & Nishimura, A. (2002). Accuracy and explicit knowledge in second language performance: The case of Dative alternation for Japanese ESL learners. Sophia Linguistica, 49, 161-189.

826     Izumi, S., & Iwasaki, M. (2004). Development of explicit and implicit knowledge of different grammatical forms by learners with different ESL learning backgrounds. Sophia Linguistica, 52, 1-33

827     Pica, T. (1988). Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning, 38, 45–73.

828     Pica, T. (1991). Classroom interaction, negotiation, and comprehension: Redefining relationships. System, 19(4), 437-452.

829     Lee, Y-A. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly, 40(4), 691-713.

830     Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 24(9), 694-716.

831     Todd, R. W., Mills, N., Palard, C., Khamcharoen, P. (2001). Giving feedback on journals. ELT Journal 55(4), 354-359.

832     McDonough, J. (1994). A teacher looks at teachers’ diaries. ELT Journal 48(1), 57-65.

833     Woodfield, H., & Lazarus, E. (1998). Diaries: A reflective tool on an INSET language course. ELT Journal 52(4), 315-322.

834     Watanabe, A. (2009). Journal writing as a method for reflection. JACET Proceedings 48, 104-105.

835     佐藤雄大(たけひろ). (2008). 「ダイアローグジャーナルライティングにおけるライティングの相互行為 (Interaction on dialogue journal writing). JACET大会要綱, 266-267.

836     Duppenthaler, P. (2004). The effect of three types of feedback on the journal writing of EFL Japanese students. JACET Bulletin, 38, 1-17.

837     Duppenthaler, P. (2004). A study of the effect of tree different types of Feedback on writing: Part 1 –- Research questions, participants, site, materials, and procedures. 帝塚山學院大学研究論集. 文学部 38, 1-21

838     Duppenthaler, P. (2004). A study of the effect of tree different types of Feedback on writing: Part 2 –-Data analysis. 帝塚山學院大学研究論集. 文学部 39, 1-27. 

839     Duppenthaler, P. (2005). A study of the effect of tree different types of Feedback on writing: Part 3 –- Discussion and conclusion. 帝塚山學院大学研究論集. 文学部 40, 1-19.

840     Yang, T. (2007). Learner’s voices on journal writing. 龍谷大学国際センター研究年報, 16, 143-157.

841     橋爪仙彦 (2006). 「コミュニカティブ・ライティングに向けて―ダイアログ・ジャーナル・ライティングの導入」 『鳥羽商船高等専門学校紀要』 29, 5-12. Hashizume, N. (2006). Toward communicative writing activities: Introducing dialogue journal writing.

842     Shimamura, T., & Takeuchi, O. (2011). What is an appropriate style for academic presentations by scientists? JACET Bulletin, 52, 51-70.

843     Kawaguchi, E. (2005). Issues in journal writing; Form, function, and student-teacher rapport. Studies in Language and Literature, 5, 1-11.

844     Ruegg, R. (2009). Feedback in EFL journal writing. 『言語教育研究』 (神田外国語大学言語教育研究所(編)) 20, 225-243.

845     Young, D. J. (1990). An investigation of students’ perspectives on Anxiety and speaking. Foreign Language Annals, 23(6), pp. 539-553.

846-899 はしばらくはオープン。長いや冬眠から目覚め、900 より再開。

Last updated (4/07/2011)

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900 Murray, G. (2009). Narrative inquiry. In J. Heigham & R. A. Croker (Eds.) Qualitative research in applied linguistics: A practical introduction (pp. 45-65).

901 Murray, G. (2004). Two stories of self-directed language learning. Proceedings of the Independent Learning Conference 2003, http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.124.4139&rep=rep1&type=pdf, accessed on 5/16/2015

902  Bellingham, L. (2004). Is there language acquisition after 40? Older learners speak up. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (pp. 56-68). Cambridge: Cambridge University Press.

903 Kim, Sung-Yeon. (2002). Teachers’ perceptions about teaching English through English. English Teaching, 57(1), 131-148.

904 Kim, Sung-Yeon. (2008). Five years of teaching English through English: Responses from teachers and prospects for learners. English Teaching, 63 (1), 51-70.

905 McKay, Sandra. (2009). A critical examination of the teaching English through English movement in South Korea. CAPE Alumni Internet Connect: English Teacher Talk, 37. http://co.cape.edu/docs/TTalk0037.pdf (Accessed on 7/25/2015)

906 Schweers, C. W., Jr. (1999). Using L1 in the L2 classroom. English Teaching Forum, April-June 1999, 6-13. 

907 Gold, J. D. (2013). Japanese university students’ views on Japanese and code-switching use in the native English language classroom. Nagoya University of Commerce & Business Administration (NUCB JLCC), 15(1), 15-40.

908 Warford, M. K. (2007). L1 vs. L2 in the foreign language classroom: New findings. The MECTFL Review, 60 (Spring/Summer 2007), 50-67.

909  Takaki, N., & Laskowski, T. (2002). An On-going study investigating teacher thinking of JTE’s: A tale of two. JALT Proceedings of the PAC 2001, Kitakyushu, Japan Nov. 22-25, 60~69.

910 Kensaku, Y. (2013). Reconsidering Japan’s English education based on the principles of plurilingualism. Selected papers from the Twenty-second International Symposium on English Teaching, English Teachers’ Association-Republic of China, Crane; Taipei, pp. 121-129.

911 Milton, J. (1998). Are the British really bad at learning foreign languages? Language Learning Journal, 18, 68-76.

 

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Last Updated on March 22, 2016