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,

Campbell, C. & Kryszewska, H. (1992). Learner-based Teaching. Oxford: Oxford University Press.

Campbell, C. & Ortiz, J. (1991). Helping students overcome foreign language anxiety: a foreign language anxiety workshop. In E.K. Horwitz & D.J. Young, (Eds.). Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall. 153-168.

Campione, J.C. & Armbruster, B. (1985) Acquiring information from texts: An analysis of four approaches. In J.W. Segal, S.F.Chipman, & R. Glaser (Eds.). Thinking and Learning Skills. (Vol. 1). Hillsdale, NJ: Erlbaum.

Canale, M. (1983). On some dimensions of language proficiency. In J.W. Oller, Jr. (Ed.). Issues in Language Testing Research. Rowley, Mass.: Newbury House. 333-342.

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

Candlin, C.N. (Ed.). (1981). The Communicative Teaching of English. Principles and an Exercise Typology. London: Longman.

Candlin, C.N. (1984). Syllabus design as a critical process. In C.J. Brumfit (Ed.). General English Syllabus Design. ELT Documents No. 118. London: Pergamon Press & The British Council. 29-46.

Candlin, C.N. (1987). Towards task-based learning. In C.N. Candlin & D. Murphy (Eds.).  Lancaster Practical Papers in English Language Education. Vol. 7. Language Learning Tasks. Englewood Cliffs, NJ: Prentice Hall. 5-22.

Candlin, C. N. (1989). Language, culture and curriculum. In C.N. Candlin & T. McManara, (Eds.). (1989). Language Learning and Curriculum. Sydney, NSW.: National Centre for English Language Teaching and Research.

Candlin, C.N. & Murphy, D. (Eds.). (1987). Language Learning Tasks. Englewood Cliffs, NJ: Prentice Hall. (Also in Lancaster Practical Papers in English Language Education; Vol. 7).

Candlin, C.N. & D. Nunan (1987). Revised Syllabus Specifications for the Omani School English language Curriculum. Muscat: Ministry of Education and Youth.

Candy, P. (1988). On the attainment of subject-matter autonomy. In D. Boud (Ed.). Developing Student Autonomy in Learning (2^nd Edition). New York: Kogan. 59-76.

Candy, P.C. (1991). Self-Direction for lifelong learning. San Francisco, CA: Jossey-Bass.

Carless, D.R. (1998). A case study of curriculum development in Hong Kong. System 26, 353-367.

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

Carroll, B. (1981). Testing Communicative Performance. Oxford: Pergamon.

Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-33.

Carroll, J.B. (1975) Aptitude in second language learning. In G. Taggart (Ed.). Attitude and Aptitude in Second Language Learning. Proceedings of the 5^th Symposium of the Canadian Association of Applied Linguistics, Toronto, May 1974. 8-23.

Carter, G. (Ed.) (1986). Proxemics. Project Book (mimeo). Bath: Bell School.

Cartier, F.A. (1968). Criterion-referenced testing of language skills. TESOL Quarterly, 2/1, 27-32.

Carver, D. (1982). Introduction to "The selection and training of helpers”. In W.D. Cousin, (Ed.) Report of the workshops in the role and training of helpers for self-access language learning systems. Moray House (mimeo).

Carver, D. (1984). Plans, learner strategies and self-direction in language learning. System, 12/2, 123-131. Centre for Educational Research and Innovation (1973).

OECD Case Studies Of Educational Innovation: III At The School Level. Paris: O.E.C.D.

Chafe, W. (1994). Discourse, Consciousness, and Time. Chicago: University of Chicago Press.

Chaix, P. & O'Neil, C. (1978). A critical analysis of forms of autonomous learning (autodidaxy and semi-autonomy) in the field of foreign language learning. Final Report. UNESCO Doc Ed 78/WS/58.

Chamot, A.U. (1987) The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.). Learner Strategies in Language Learning. Cambridge: Prentice-Hall. 71-84.

Chamot, A. U., Barnhardt, S., Beard El-Dinary, P. & Robbins, J. (1999). The Learning Strategies Handbook: Longman.

Chamot, A.U. & Kupper, L. (1989). Learning strategies in foreign language instruction.  Foreign Language Annals, 22/1, 13-21.

Chamot, A.U., Kupper, L.& Impink-Hernandez, M. (1987). A study of learning strategies in foreign language instruction: First year report. InterAmerica Research Associates, Rosslyn, VA.

Chamot, A.U. & O'Malley, J.M. (1987). A cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-49.

Chamot, A.U. & O'Malley, J.M. (1994). The CALLA Handbook: Implementing the Cognitive Language Learning Approach. Reading, MA: Addison Wesley.

Chang, Suk-Jin (1996). Korean. London Oriental and African Language Library. Philadelphia, PA.: John Benjamins .

Chapelle, C.A. (1996). Validity issues in computer-assessed strategy assessment for language learners. Applied Language Learning, 7/1 & 2, 47-60.

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

Chastain, K. (1975) Affective and ability factors in second language learning. Language Learning, 25, 153-161.

Chaudron, C. (1988). Second Language Classrooms: Research On Teaching And Learning. New York: Cambridge University Press.

Chiang, M. (1963). Chinese Culture and Education. Taipei: The World Company.

Chomsky, N. (1966). Linguistic theory. In R.G. Mead, Jr. (Ed.). Language Teaching: Broader Contexts. Northeast Conference on the Teaching of Foreign Languages: Reports of the Working Committees.  New York: MLA Materials Center. 43-9. Reprinted also in J.P.B. Allen & P. van Buren (Eds.). (1971). Chomsky: Selected Readings. London: Oxford University Press. 152-9, with an explanatory introduction by the editors.

Chu, D. (1994). Cashing in after hours. The South China Morning Post, February 12, 15.

Cicourel, A. (1974). Cognitive Sociology. Harmondsworth: Penguin.

Clark, C.M. & Peterson, P.L. (1986). Teachers' thought processes. In M.C. Wittrock (Ed.). Handbook of Research on Teaching. London: Macmillan.

Clark, C.M. & Yinger, R.J. (1979). Teachers' thinking. In P.L. Peterson, & H.J. Walberg (Eds.). Research on Teaching: Concepts, Findings, and Implications. Berkeley, California: McCuthran.

Clarke, D.F. (1991). The Negotiated syllabus: What is it and how is it likely to work? Applied Linguistics, 12/1, 13-27.

Clarke, H.H.. & Clarke, E. (1977). Psychology and Language. New York: Harcourt, Brace, Jovanovitch.

Clarke, J.L.D. (1981). Language. In T. S. Barrows et al. (Eds.). College Students' Knowledge and Beliefs: A Survey of Global Understanding. New Rochelle, NY: Change Magazine Press. 25-35.

Clarke, J. & Clarke, M. (1990). Stereotyping in TESOL materials. In B. Harrison (Ed.). Culture and the Language Classroom. ELT Documents 132. London: Macmillan. Modern English Publications and the British Council. 31-44.

Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W.P. Robinson, & P. Smith (Eds.). Language: Social Psychological Perspectives. Oxford: Pergamon Press. 147-54

Clément, R., Gardner, R.C. & Smythe, P.C. (1980) Social and individual factors in second language acquisition. Canadian Journal of Behavioural Science, 12, 292-302.

Clément, R. & Kruidenier, B.G. (1985). Aptitude, attitude and motivation in second language proficiency: a test of Clément's model. Journal of Language and Social Psychology, 4, 21-37.

Cohen, A. (1984). Studying  second language learning strategies: how do we get the information? Applied Linguistics, 5/2, 131-146.

Cohen, A. (1990). Language Learning: Insights for Learners, Teachers, and Researchers, New York: Newbury House.

Cohen, A.D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7/1 & 2, 5-24.

Cohen, A.D. (1998). Strategies in Learning and Using a Second Language. Harlow: Addison Wesley.

Cohen, A.D. & Aphek, E. (1980). Retention of second language vocabulary over time: investigating the role of mnemonic associations. System, 8, 221-235.

Cohen, A.D. & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3, 221-36.

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

Cohen, A.D. & Olshtain, E. (1993). The promotion of speech acts by EFL learners. TESOL Quarterly, 27/1, 33-56.

Cohen, L. & Manion, L. (1980). Action research. In J. Bell, T. Bush, A. Fox, J. Goodey & S. Goulding, (Eds.). (1984). Conducting Small-scale Investigations in Educational Management. 41-57  London: Harper & Row and the Open University.

Cohen, A.D., Weaver, S.J. & Li, Tao-Yuan. (1998). The impact of strategies-based instruction on speaking a foreign language. In A.D. Cohen. Strategies in Learning and Using a Second Language. Harlow: Addison Wesley. 107-156.

Conley, S., Bacharach, S. & Bauer, S. (1989). The school work environment and teacher career satisfaction. Educational Administration Quarterly, 25/1, 58-81.

Cook, V. J.(1974). English Topics. Oxford: Oxford University Press.

Cook, V.J. (1978a). Second-language learning: a psycho-linguistic perspective. Language Teaching and Linguistics: Abstracts, 11, 73-89.

Cook, V.J. (1978b). Some ways of organising language. Audio-Visual Journal, 16/2, 89-94.

Cook, V.J. (1985). Language functions, social factors, and second language learning and teaching. International Review of Applied Linguistics 23/3, 177-198.

Cook, V.J. (1994). Linguistics and Second Language Acquisition. London: Macmillan.

Collins Cobuild Learner's Dictionary (1991). London: Harper Collins.

Complex Systems Glossary. http://www.calresco.force9.co.uk/glossary.htm

Coombe, C. (1992). The relationship between self-assessment ratings of functional skills and basic English skills test results in adult refugee ESL learners. Ph.D. Dissertation, Graduate School, Ohio State University.

Corder, S.P. (1960). English Language Teaching and Television. London: Longman.

Corder, S. P. (1980). SLA research and the teaching of grammar. BAAL Newsletter, 10.

Corder, S.P. (1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.

Cortazzi, M. (1990). Cultural and educational expectations in the language classroom. In B. Harrison (Ed.). Culture and the Language Classroom. ELT Documents 132. London: Macmillan. Modern English Publications and the British Council. 54-65.

Coste, D., Courtillon, J., Ferenczi, F. Martin-Baltar, M. & Pappo, E. (1976). Un Niveau Suil. Strasbourg: Council of Europe.

Cotterall, S. (1995a). Developing a course strategy for learner autonomy. English Language Teaching Journal, 49/3, 219-227.

Cotterall, S. (1995b). Readiness for autonomy: investigating learner beliefs. System 23/2, 195-205.

Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System 27, 493-513.

Cotterall, S. (2000). Promoting learner autonomy through the curriculum: principles for designing language courses. English Language Teaching Journal, 54/2, 109-117.

Council of Europe (1971). Linguistic Content, Means Of Evaluation And Their Interaction In The Teaching And Learning Of Modern Language In Adult Education. Symposium at Rüschlikon, May 1971. Council of Europe Paper CCC/EES. Strasbourg: Council of Europe. 135.

Council of Europe (1974). Modern Language in Adult Education. EES/Symposium 57, 10, Strasbourg: Council of Europe.

Cram, B. (1997). Training Learners for Self-Assessment. TESOL in Context 2/2, 30-33.

Crandall, D., et al. (1982). People, policies and practice: Examining the chain of school improvement (Vols 1-10). Andover, MA: The Network.

Crandall, V.J. (1963). Achievement. In H.W. Stevenson (Ed.). Child Psychology: Sixty-Second Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

CRAPEL. Mélanges Pédagogiques. Université de Nancy II.

CREDIF: Centre de Recherche et d'Etude pour la Diffusion du Français (1961/1971). Voix Et Images De France: Cours Audio-Visuel De Français, Premier Degré. First edition 1961. Première Partie: Livre du Maître. Oaris: Didier, 1971.

Crombie, W. (1985). Relational Syllabuses. Oxford: Oxford University Press.

Cronbach, L.J. (1976). Course improvement through evaluation. Teachers' College Record, 64, 672-683. Also in M. Golby, J. Greenwald, & R. West (Eds.). (1976). Curriculum Design. London: Croom Helm and the Open University Press.

Cronbach, L.J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30/2, 116-127.

Cronbach, L.J. & Snow, R.E. (1977) Aptitudes And Instructional Methods: A Handbook For Research On Interactions. New York: Irvington.

Crookall, D. (1985). Learner training: part 2. MET, 11/2, 31-33.

Crookall, D. & R.L. Oxford. (1991) Dealing with anxiety: some practical activities for language learner and teacher trainees. In E.K. Horwitz & D.J. Young (Eds.). Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall. 141-50.

Crookes, G. (1986). Task classification: a cross-disciplinary review (Technical Report No. 4). Honolulu: University of Hawaii at Manoa, Social Science Research Institute, Center for Second Language Classroom Research.

Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition. 11/4, 367-383.

Crookes, G. & Gass, S.M. (Eds.). (1993a). Tasks and Language Learning. Cleveland, UK: Multilingual Matters.

Crookes, G. & Gass, S.M. (Eds.). (1993b). Tasks in a Pedagogical Context. Cleveland, UK: Multilingual Matters.

Crookes, G. & Rulon, K.A. (1988) Topic and feedback in native speaker/non-native speaker conversation. TESOL Quarterly 22/4, 675-681.

Crookes, G. & Schmidt, R. (1991). Motivation: reopening the research agenda. Language Learning, 41, 469-512.

Cross, D. (1980) Personalised language learning. In H.B. Altman & C.V. James. (Eds.).  Foreign Language Teaching: Meeting Individual Needs. Oxford: Pergamon Press. 111-124.

Crystal, D. (1981). Directions in Applied Linguistics. London: Academic Press.

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row. 

Csikszentmihalyi, M. & Rathunde (1993). In J.E. Jacobs (Ed.). Developmental Perspectives on Motivation. Nebraska Symposium on Motivation, 1992, Volume 40. Lincoln, Nebraska: University of Nebraska Press. 57-97.

Curran, C.A. (1972). Counselling-Learning: A Whole-Person Model for Education. New York: Harcourt Brace Jovanovich.

Curtin, J.B. (1979). Attitudes to language learning: the adult student. ELT Journal 33/4. 281-284.

Cziko, G.A. (1981). Psychometric and edumetric approaches to language testing. Applied Linguistics, 2/1, 27-43.

Cziko, G.A. (1982). Improving the psychometric, criterion-referenced and practical qualities of integrative language tests. TESOL Quarterly, 16/3, 367-379.

Cziko, G. (1984). Some problems with empirically-based models of communicative competence.  Applied Linguistics. 5, 23-38.