"P" 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  

Padron, Y. N. & Waxman, H. C. (1988) The effects of ESL students' perceptions of their cognitive strategies on reading achievement. TESOL Quarterly, 22, 146-150.

Page, B. (1992). Letting Go - Taking Hold: a Guide to Independent Language Teaching by Teachers for Teachers. London: CILT.

Paige, R.M. (1978). The impact of classroom learning environment on academic achievement and individual modernity in East Java, Indonesia. Unpublished doctoral dissertation, Stanford University.

Paige, R.M. (1979). The learning of modern culture: formal education and psychosocial modernity in East Java, Indonesia. International Journal of Intercultural Relations, 3, 333-364.

Palmer, A.S. & Bachman, L.F. (1981). Basic concerns in test validation. In Alderson & Hughes (eds.), (1981).

Park, G. P. (1995). Language learning strategies and beliefs about language learning of university students learning English in Korea. Unpublished Ph.D. thesis, The University of Texas at Austin TX.

Park, Y.Y. & Oxford. R. (1998). Changing roles for teachers in the English Village Course in Korea. System 26, 107-113.

Palmer, H.E. (1917/1968). The Scientific Study and Teaching of Languages. London: Harrap. Republished by Oxford University Press, 1968, D. Harper (Ed.).

Parker, K. & Chaudron, C. (1987) The effects of linguistic simplification and elaborative modifications in L2 comprehension. University of Hawai'i Working Papers in ESL 6/2, 107-133.

Parlett, M. (1976). Evaluating Innovations in Teaching. In M. Golby, J. Greenwald, & R. West (Eds.). Curriculum Design. London: Croom Helm and the Open University Press.

Parlett, M. (1981). Illuminative evaluation. In P. Reason & J. Rowan. Human Enquiry. Chichester: Wiley. 219-226.

Parlett, M. & Hamilton, D.  (1975). Evaluation as illumination: a new approach to the study of innovatory programs.  Unpublished manuscript.

Paulston, C.B. (1981). Notional syllabuses revisited: Some comments. Applied Linguistics 2/1, 93-95.

Peacock, M (1998). The links between learner beliefs, teacher beliefs, and EFL proficiency. In Perspectives: Working Papers Vol. 10, No. 1. City University  of Hong Kong. 125-159.

Pearson, P.D. & Dole, J.A. (1987). Explicit comprehension instruction: a review of research and a new conceptualization of learning. Elementary School Journal, 88, 151-165.

Pemberton, R. Edward, S.L., Or, W.W.F., and Pierson, H.D. (Eds.). (1996). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.

Pennycook, A. (1994). The  Cultural Politics of English as an International Language. London:Longman

Pennycook, A. (1997). Cultural alternatives and autonomy. In P. Benson, & P. Voller. Autonomy and Independence in Language Learning. Harlow: Longman. 35-53.

Persaud, G. (1976). School authority pattern and students' social development in selected primary schools in Jamaica. Unpublished doctoral dissertation, Stanford University.

Peters, W.H. & Amburgey, B.S. (1982). Teacher intellectual disposition and cognitive classroom verbal interactions. Journal of Educational Research, 76, 94-99.

Peterson, P.L. & Walberg, H.J. (Eds.). (1979). Research on Teaching: Concepts, Findings, and Implications. Berkeley, California: McCuthran.

Phillips, E.M. (1989). Anxiety and speaking in the foreign language classroom. In Texas Papers in Foreign Language Education I. 191-206.  

Phillips, E.M. (1990). Anxiety and oral proficiency tests. Paper, Modern Language Association Annual Meeting. Chicago 1990.

Phillips, E.M. (1992). The effects of language anxiety on student's oral test performances and attitudes. The Modern Language Journal, 76/1,  14-25.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Piaget, J. (1973). The affective unconscious and the cognitive unconscious. Journal of the American Psychoanalytic Association, 21, 249-261.

Piaget, J. (1976). The Grasp of Consciousness: Action and Concept in the Young Child. Cambridge, MA: Harvard University Press.

Pica, T. (1987a). Interlanguage adjustments as an outcome on NS-NNS negotiated interaction. Language Learning 37/4, 563-593.

Pica, T. (1987b). Second language acquisition, social interaction, and the classroom. Applied Linguistics 8/1, 1-25.

Pica, T. (1994). Research on negotiation: what does it reveal about second language learning, conditions, processes, outcomes? Language Learning, 44, 493-527.

Pica, T. & Doughty, C. (1985a). Input and interaction in the communicative language classroom: a comparison of teacher-fronted and group activities. In S.M. Gass & C.G. Madden (Eds.). Input In Second Language Acquisition. Rowley, MA: Newbury House. 115-136.

Pica, T. & Doughty, C. (1985b). The role of group work in classroom second language acquisition. Studies in Second Language Acquisition, 7, 233-248.

Pica, T., Holliday, L., Lewis, N. & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition 11/1, 63-90.

Pica, T., Kanagy, R. & Falodun, J. (1993). Choosing and using communicative tasks for second language instruction. In G. Crookes & S.M.Gass (Eds.) Tasks in a Pedagogical Context. Cleveland, UK: Multilingual Matters.

Pienemann, M. (1987). Psychological constraints on the teachability of languages. In C. Pfaff (Ed.). First and Second Language Acquisition Processes. Rowley, MA: Newbury House. 143-168.

Pierce, B.N., Swain, M. & Hart, D. (1993). Self-assessment, French immersion, and locus of control. Applied Linguistics, 14, 25-42.

Pierson, H. D. (1996). Learner culture and learner autonomy in the Hong Kong Chinese context. In R. Pemberton, S.L. Edward, W.W.F. Or, and H.D. Pierson (Eds.). Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press. 49-58.

Pine, G.J. & Boy, A.V. (1977). Learner Centered Teaching: a Humanistic View. Denver, Colorado: Love Publishing Co.

Politzer, R. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition,6/1, 54-65.

Politzer, R. & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19/1, 103-123.

Prabhu, N.S. (1980). Reactions and Predictions (Special issue). Bulletin 4(1). Bangalore: Regional Institute of English, South India.

Prabhu, N.S. (1984). Procedural syllabuses. In T.E. Read (Ed.). Trends in Language Syllabus Design. Singapore: Singapore University Press/RELC. 272-280.

Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.

Pressley, M. & Afflerbach, P. (1995). Verbal Protocols of Reading: the Nature of Constructively Responsive Reading. Hillsdale NJ: Lawrence Erlbaum.

Price, M.L. (1991). The subjective experiences of foreign language anxiety: interviews with anxious students. In E.K. Horwitz & D.J. Young, (Eds.). Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall. 101-108.

Puchta, H. (1999). Creating a learning culture to which students want to belong: the application of neuro-linguistic programming to language teaching. In J. Arnold  (Ed.). (1999). Affect in Language Learning. Cambridge: Cambridge University Press. 259-266.

Pugsley, J. (1988). Guidelines for avoiding sexism in EFL materials. Women in EFL Materials  (unpublished circular/questionnaire).

Pütt, H. (1978). Projekt und vorhaben. eine begriffsgenese. In R. Stach (Ed.). Projektorientierter Unterricht. Theorie und Praxis. Kastellaun.

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