Library Operating Hours for Monday, 25 November 2024 : 8.00AM - 6.00PM
Home

Links

Last updated on 14 August 2014
TEACHING OF GRAMMAR
  1. Abbs, B., & Freebain, I. (1982). Opening strategies (student’s book). London: Longman.
  2. Adair-Hauck, B. (1993). A descriptive analysis of a whole language/guided participatory versus explicit teaching strategies in foreign language instruction.
    Unpublished doctoral dissertation, University of Pittsburgh.
  3. Adair-Hauck, B. (1995). Are all grammar errors created equal? Seminar presented at Millersville University Summer Graduate Program in French,
    Millersville, PA.
  4. Adair-Hauck, B. (1996). Practical whole language strategies for secondary and university level FL learners. Foreign Language Annals, 29, 253-270.
  5. Adair-Hauck, B., & Cumo:Johanssen, P. (1997). Communication goal: Meaning making through a whole language approach. In. Phillips (Ed.).
  6. Collaborations: meeting new goals, new realities, Northeast Conference Reports (pp. 35-96). Lincolnwood, IL: NTC/Contemporary Publishing Group.
  7. Adair-Hauck, B., & Donato, R. (1994). Foreign language explanations within the zone of proximal development. Canadian Modern Language Review,
    50, 532-557.
  8. Aljaafreh, A. (1992). The role of implicit/explicit error correction and the learners zone of proximal development. Unpublished doctoral dissertation, University
    of Delaware, Newark.
  9. Aljaafreh, A. & Lantolf (1994). Negative feedback as regulation and secondlanguage learning in the zone of proximal development. The Modern
    Language Journal, 78, 465-483.
  10. Alvermann, D. (1991). The discussion web: A graphic aid for learning across the curriculum. The reading teacher, 45, 92-98.
  11. Ausubel, D., Novak, & Hanesian, H. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
  12. Barnes, D. (1992). From communication to curriculum. Porthsmouth, NH: Boynton/Cook.
  13. Batstone, R. (1995). Grammar language teaching: A scheme for teacher education. Singapore: Oxford University Press.
  14. Bialystok, E. (1982). On the relationship between knowing and using forms. Applied Linguistics, 3, 181-206.
  15. Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. ReadingResearch
    Quarterly, 28(4), 305-334.
  16. Bornstein, D.D.(1976). Readings in the theory of grammar. Winthrop Publishers: Cambridge, Massachusetts.
  17. Brooks, F., & Donato, R. (1994). Vygotskyan approaches to understanding Foreign language learner discourse during communicative tasks. Hispania,
    77, 262-274.
  18. Brooks, F., Donato, R., & McGlone, (1997). When are they going to say it right? Understanding learner talk during pair-work activity. Foreign language
    annals, 30, 524-541.
  19. Brown, Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational rsearcher, 1, 32-41.
  20. Celce-Murcia, M. (1985). Making informed decisions about the role of grammar in language teaching. Foreign language annals, 18, 297-301.
  21. Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25, 459-479.
  22. Celce-Murcia, M., & Hilles, S. (1988). Techniques and resources in teaching grammar. New York: Oxford University Press.
  23. Celce-Murcia, Mo & Larsen-Freeman, D. (1983). The grammar book: An ESL/EFL teacher’s course. New York: Newbury House.
  24. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge. Mass: M.I.T.Press.p.157.
  25. Chomsky, N. (1972). Studies on semantics in generative grammar. Mouton:Hague.p.113.
  26. Chomsky, N. A.(1965). Aspects of the Theory of Syntax. Cambridge, Mass: MIT Press.
  27. Christenbury, L. (1996). The great debate (again): Teaching grammar and usage. English Journal, 85(7), 11-12.
  28. Christenbury, L., & Kelly, P. (1983). Questioning: A path to critical thinking. TRIP: Theory and Research in Practice. Urbana, lL: National Council of Teaching of English. (Eric Document Reproduction Service No. ED 226- 372).
  29. Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In V. Wertsch (Ed.). Culture, communication
    and cognition: Vygotskian perspective (pp. 146-161). New York: Cambridge University Press.
  30. Cooper, D. (1993). Literacy: Helping children construct meaning. Boston: Houghton Mifflin Company.
  31. Cummins, (1984). Language proficiency, bilingualism and academic achievement. Bilingualism and special education: Issues in assessment and pedagogy. San Diego: College-Hill.
  32. DeKeyser, R., & Sokalski, K. (1996). The differential role of comprehension and production practice. Language learning, 46, 613-642.
  33. Doff, A., Jones, C. & Mitchell, K. (1984). Meanings into words: Upper intermediate. Cambridge: Cambridge University Press.
  34. Donato, R. & Adair-Hauck, B. (1992). Discourse perspectives on formal instruction. Language Awareness, 2, 73-89.
  35. Donato, R. & Adair-Hauck, B. (1994). PACE: A model to focus on form. Paper presented at the American Council on the Teaching of Foreign Languages,
    San Antonio, Texas.
  36. Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language learning, 23,245-258.
  37. Edwards, A. (1989). Venn diagrams for many sets. New Scientist, 121, 51-56.
  38. Ellis, R. (1988). Classroom second-language development. Englewood Cliffs, NJ: Prentice Hall.
  39. Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL.
  40. Forman, E., Minnick, N., & Stone, A. (1993). Context for learning. New York: Oxford University Press.
  41. Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605-628.
  42. Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28,
     323-351.
  43. Fountas, I., & Hannigan, I. (1989). Making sense of whole language: The pursuit of informed teaching. Childhood Education, 65, 133-137.
  44. Freeman, Y, & Freeman, D. (1992). Whole language for second-language learners. Portsmouth, NH: Heineman Educational Books.
  45. Galloway, V., & Labarca, A. (1990). From student to student: Style, process and strategy. In D. Birckbichler (Ed.). New perspectives and new directions
    in foreign language education (pp. 111-158). Lincolnwood, lL: NTC/ Contemporary Publishing Group.
  46. Goodman, K. (1986). What’s whole in whole language. Portsmouth, NH: Heineman Educational books
  47. Hadley, A. O.(1993). Teaching language in context. Boston, MA: Heinle & Heinle.
  48. Hall, K. (1995). “Aw man, where are we goin’?” Classroom interaction and the development of L2 interactional competence. Issues in Applied Linguistics,
    6(2) 37-62.
  49. Hall, K. (1999). The Communication Standard. In. Phillips (Ed.), Foreign Language Standards: Linking Research, Theories, And Practices (pp. 15-
    56). Lincolnwood, IL: NTC/Contemporary Publishing Group.
  50. Hatch, E. (1983). Psycholinguistics: A second-language perspective. Rowley, MA : Newbury House.
  51. Hawkins, B. (1988). Scaffolded classroom interaction and its relation to secondlanguage acquisition for minority children. Unpublished doctoral dissertation,
    University of California, Los Angeles.
  52. Herron, C., & Tomasello, M. (1992). Acquiring grammatical structures by guided induction. The French Review, 65, 708-718.
  53. Hughes, R., & McCarthy, M. (1998). From sentence to discourse: Discourse grammar and english language teaching. TESOL Quarterly, 32, 263-287.
  54. Jespersen, O. (1924). The philosophy of grammar. London: George Allen & Unwin, pp. 17-29.
  55. Kadia, K. (1988). ‘The effect of formal instruction on monitored and spontaneous naturalistic interlanguage performance.’ TESOL Quarterly
     22/3:509-15.
  56. Kowal, M., & Swain, M. (1994). Using collaborative language production tasks to promote learners’ language awareness. Language Awareness, 3(2), 73-
     93.
  57. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  58. Krashen, S. (1982). Principles and practice in second-language acquisition. Oxford: Pergamon.
  59. Krashen, S. (1985). The input hypothesis. New York: Longman.
  60. Lakoff, G. (1970). Irregularity in syntax. New York: Holt, pp.115-33.
  61. Lalande, J. (1984). Reducing composition errors: An experiment. Foreign Language Annals, 17, 109-117.
  62. Larsen-Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (Ed.). Teaching English as a second or foreign language (pp. 279-295). Boston, MA: Heinle & Heinle.
  63. Larsen-Freeman, D., & M. Long (1991). An Introduction to second language acquisition research. London: Longman.
  64. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
  65. Lave, J. (1977). Cognitive consequences of traditional apprenticeship training in west Africa. Anthropology and Education Quarterly, 8, 177-180.
  66. Lee, J., & Van Patten, B. (1995). Making communicative language teaching happen. New York: McGraw Hill, Inc.
  67. Leontiev, A. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity In Soviet psychology (pp. 37-71). Armonk,
    NY: M. E. Sharpe.
  68. Lightbown P. & Spada, N. (1993). How languages are learned. New York: Oxford.
  69. Lightbown, P., & Spada, N. (1990). Focus on form and corrective feedback in communicative language teaching. Studies in Second-Language Acquisition,
    12, 429-448.
  70. Lightbrown, P.M.(1983). ‘Acquiring english L2 in Quebec Classrooms’ in Felix and Wode 1983.
  71. Liskin-Gasparro, J. (1999). Personal communication as reviewer of teacher’s Handbook.
  72. Long, M. (1991). The least a second-language acquisition theory needs to explain. TESOL Quarterly, 24, 649-666.
  73. McCawley, J.D.(1972). A program for Logic. In semantics of natural language. (Eds.).
  74. D. Davidson and G. Harman. Dordrecht: Reidal, pp. 498-544.
  75. McKay, S. (1985). Teaching grammar: Form, function and technique. New York: Pergamon Press.
  76. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
  77. National Standards in Foreign Language Project. (1996). Standards for foreign language learning: Preparing for the 21st century. Lawrence, KS: Allen
     Press.
  78. Newman, D., Griffin, P. & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Oxford University Press.
  79. Nunan, D. (1999). Second language teaching and learning, house tutor development. Canada: Nerbury.
  80. Oller, J., Jr. (1983). Some working ideas for language teaching methodology. New York: Prentice Hall.
  81. Oller, Jr. & Richard Amato, P. (Eds.). Methods that work Rowley. MA: Newbury House.
  82. Pearson, D. (1989). Reading the whole-language movement. Elementary school journal, 90,231-241.
  83. Penny, Ur. (1996). Grammar practice activities. A practical guide for teachers. Melbourne: Cambridge University Press.
  84. Polette, N. (1991). Literature-based reading. O’Fallon, MO: Book Lures, Inc. Prahbu, N.S.(1987). Second language pedagogy. New York: Oxford University
     Press.
  85. Redmond, M.L.(1994). The whole language approach in the FLES classroom: Adapting strategies to teach reading and writing. Foreign Language Annals,
    27, 428-444.
  86. Rinvolucri, M. (1984). Grammar games. Cambridge: Cambridge University Press.
  87. Rivers, W. (1983). Communicating naturally in a second-language. Chicago: University of Chicago Press.
  88. Rogoff, B. (1990). Apprenticeship in learning. Oxford: Oxford University Press.
  89. Rutherford, W. (1987). Second language grammar: Learning and teaching. London: Longman.
  90. Rutherford, W.E.(1988). Grammatical consciousness raising in brief historical perspective. In W. Rutherford & M. Sharwood Smith (Eds.), Grammar and
    second-language teaching (pp. 15-18). New York: Harper.
  91. Rutherford, W.E. & Sharwood Smith, M. (eds.) (1988). Grammar and second language teaching. New York: Newbury House.
  92. Salaberry, R. (1997). The role of input and output practice in second-language acquisition. Canadian Modern Language Review, 53, 422-453.
  93. Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The modern language journal, 73, 395-403.
  94. Sharwood Smith, M. (1988). Consciousness raising and the second-language learner. In W. Rutherford & M. Sharwood Smith (Eds.), Grammar and
    second-language teaching (pp. 51-84). New York: Harper.
  95. Sharwood Smith, M. (1988). Consciousness-Raising And The Second Language Learner in Rutherford and Sharwood Smith 1984.
  96. Shepherd, J., Rossner, R. & Taylor, J. (1984). Ways to grammar. Basingtoke: Macmillan.
  97. Soars, J., & Soars, L. (1986). Headway intermediate. Oxford: Oxford University Press.
  98. Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in second-language acquisition, 15,
     205-224.
  99. Swain, M. (1995). Three functions of output in second-language learning. In G. Cook & B. Seidholfer (Eds.). Principles and practices in applied linguistics
    (pp. 125-144).Oxford: Oxford University Press.
  100. Swain, M. (1998). The output hypothesis and beyond. Unpublished manuscript. University of Toronto, DISE.
  101. Sweet, H. (1892). A new english grammar. Oxford: Oxford University Press.
  102. In D. Bornstein (1976). Readings in the Theory of Grammar. Winthrop Pub. Inc. Cambridge Massachusetts.
  103. Swift, J. (1712). A proposal for correcting, improving and ascertaining the english tongue. London: p30-34. In Bornstein, D.D.(1976) Readings in the
    theory of grammar. Winthrop Publishers, Inc. Cambridge, Massachusetts.
  104. Tarone, E. (1983). On the variability of interlanguage systems. Applied linguistics, 4, 142-163.
  105. Terrell, T. (1977). A natural approach to second-language
[ BACK ]

Copyright© Library, OUM 2013, All Rights Reserved
Latest updated: 23th July 2013
Get in touch with us