"A" REFERENCES

A B C D E F G H I J K L M N O P Q R S T U V W Y Z  

Abbs, B., Ayton, & Freebairn, I. (1975). Strategies. London: Longman.

Abé, D., Stanchina, C. & Smith, P. (1975). New approaches to autonomy: two experiments in self-directed learning. Mélanges Pédagogiques, CRAPEL. Université de Nancy.

Abercrombie, M. L. J. (1960). The Anatomy of Judgement. Harmondsworth: Penguin.

Abraham, R.G. (1983). Relationships between use of the strategy of monitoring and cognitive style. Studies in Second Language Acquisition.

Abraham, R.G. & Vann, R.J. (1994). Metacognition in the cloze performance of nine Lebanese ESL learners. Paper presented at the Annual Conference of the American Association for Applied Linguistics, Baltimore.

Achara, W. (1980). Self-assessment in English skills by undergraduate and graduate students in Thai universities. In J. Read, (Ed.). (1980). Directions in Language Testing. Singapore: Singapore University Press. 240-260.

Adelman, C., Jenkins, D. & Kemmis, R. (1976). Rethinking case study. In J. Bell, T. Bush, A. Fox, J. Goodey & S. Goulding, (Eds.). (1984). Conducting Small-scale Investigations in Educational Management.  London: Harper & Row and the Open University.

Alderfer, C.P. (1972). Existence, Relatedness, and Growth: Human Needs in Organizational Setting. New York: Free Press.

Alderson, J.C. & Hughes, A. (Eds.). (1981). ELT Documents III - Issues in Language Testing London: The British Council.

Alexander, L.G. (1967). First Things First. London: Longman.

Allen, J.P.B. (1984). General purpose language teaching: A variable focus approach. In C.J.Brumfit (Ed.). General English Syllabus Design. ELT Documents No. 118. London: Pergamon Press & The British Council.

Allwright, R.L. (1976). Language learning through communication practice. ELT Documents 76/3, 2-14.

Allwright, R.L. (1981). What do we want teaching materials for? English Language Teaching Journal, 36/1.

Allwright, R.L. (1982). Perceiving and pursuing learners' needs. In M. Geddes & G. Sturtridge (Eds.). Individualisation, London: Modern English Publications, 24-31.

Allwright, R.L. (1984a). The importance of interaction in Classroom Language Learning. Applied Linguistics, 5/2, 156-171

Allwright, R.L. (1984b). Why don't learners learn what teachers teach?: the interaction hypothesis. In D. M. Singleton, & D. Little (Eds.). Language Learning in Formal and Informal Contexts. Dublin: Irish Association for Applied Linguistics. 3-18.

Allwright, R.L. (1986). Making sense of instruction: what's the problem? PALM, 1, 2. University of Michigan.

Allwright, R.L. (1988a) Autonomy and individualization in whole-class instruction. In A. Brookes & P. Grundy (Eds.) Individualization and Autonomy in Language Learning. ELT Documents, 131. London: Modern English Publications and the British Council, 35-44.

Allwright, R.L. (1988b). Observation in the Language Classroom. London: Longman.

Allwright, R.L. (1989). How Important Are Lessons Anyway? Lancaster-Leeds Language Learning in Large Classes Research Project. Project Report No. 12.

Allwright, R.L. (1990) Autonomy in language learning pedagogy. CRILE Working Paper 6. Centre for Research in Education, University of Lancaster.

Allwright, R.L. & K.M. Bailey (1991). Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge: Cambridge University Press.

Alpert, R. & Haber, R.N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 10, 207-215.

Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal 47/2, 136-143.

Alsop, T.W. (1979). A need to discover how students have been taught foreign languages. Foreign Language Annals 12/3, 197-199.

Altman, H.B. (1971). Toward a definition of individualised foreign language instruction. American Foreign Language Teacher III.

Altman, H.B.(1972). Individualizing The Foreign Language Classroom. Newbury House

Altman, H. B. & James, C.V. (Eds.). (1980). Foreign Language Teaching: Meeting Individual Needs.  Oxford: Pergamon Press.

Ames, C. & Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.

Anderson, A. & Lynch, T. (1987). Listening. Oxford: Oxford University Press.

Anderson, G.J. & Walberg, H.J. (1974). Learning environments. In H.J. Walberg (Ed.). Evaluating Educational Performance: A Sourcebook of Methods, Instruments, and Examples. Berkeley, California: McCutchan.

Anderson, J.R. (1985). Cognitive Psychology and its Implications. 2nd Edn. New York: Freeman.

Anglejan, d'. A., Painchaud,G. & Renaud, C. (1986). Beyond the language classroom: a study of communicative ability in adult immigrants following intensive instruction. TESOL Quarterly, 20, 185-206.

Anstey, M. (1988). Helping children learn how to learn. Australian Journal of Reading 11, 269-277.

Aoki, N. (1999). Affect and the role of teachers in the development of learner autonomy. In J. Arnold (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press. 142-154.

Apel, K. O. (Ed.). (1976). Sprachpragmatik und Philosophie. Frankfurt: Suhrkamp.

Arnold, J. (Ed.). (1999). Affect in Language Learning. Cambridge: Cambridge University Press.

Arnold, J. & Brown, H.D. (1999). A map of the terrain. In J. Arnold (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press. 1-24.

Assinder, W. (1991). Peer teaching, peer learning. ELT Journal, 45/3, 218-228. 

Aston, G. (1986). Trouble-shooting in interaction with learners: the more the merrier? Applied Linguistics, 7/2, 113-127.

Atkinson, M. (1979). Prerequisites for reference. In E. Ochs & B.B. Schieffelin (Eds.). Developmental Pragmatics. New York: Academic Press. 229-249.

Atkinson, J.W. (1964). An Introduction to Motivation. Princeton, N.J.: Van Nostrand.

Au, S.Y. (1988) A critical appraisal of Gardner's social-psychological theory of second-language (L2) learning. Language Learning, 38, 75-100.

Ausburn, L.J. & Ausburn, F.B. (1978). Cognitive styles: some information and implications for instructional design. Educational Communications and Technology Journal, 26, 337-354.

Austin, J. L. (1962). How To Do Things With Words. Oxford: Clavendon Press.

Ausubel, S. (1985). Learning as constructing meanings. In N. Entwhistle (Ed.). New Directions in Educational Psychology. London: The Falmer Press.