|
"S" REFERENCES |
|
Sakui, K. & Gaies, S. J. (1999). Investigating Japanese learners' beliefs about language learning. System, 27, 473-92. Samah, A.A. (1984). The English language (communicational) curriculum for upper secondary schools in Malaysia: rationale, design and implementation. In T.E. Read (Ed.). Trends in Language Syllabus Design. Singapore: Singapore University Press/RELC. Samuda, V., Gass, S. & Rounds, P. (1996). Two types of task in communicative language teaching. Paper presented at the TESOL convention, Chicago. Sano, M., Takahashi, M. & Yoneyama, A. (1984). Communicative language teaching and local needs. English Language Teaching Journal, 38/3, 170-177. Sarason, I.G. (1983). Understanding and modifying test anxiety. In B. Scarvia, B. Anderson & J.S. Helmich. On Educational Testing. San Francisco: Jossey-Bass 133-149. Sarason, I.G. (1986). Test anxiety, worry, and cognitive interference. In R. Schwarzer (Ed.). Self-related Cognition In Anxiety And Motivation. Hillsdale, NJ: Erlbaum. 19-34. Sarason, S.B (1971/1982). The Culture of the School and the Problem of Change. Boston: Allyn & Bacon. Sarason, S.B. (1990) The Predictable Failure of Educational Reform. San Francisco: Jossey-Bass. Sauvignon, S.J. (1976). On the other side of the desk: a look at teacher attitude and motivation in second-language learning. The Canadian Modern Language Review 32, 295-304. Sauvignon, S.J. (1983) Communicative competence: theory and classroom practice Reading, Mass.: Addison Wesley Saville-Troike, M. (1982). The Ethnography of Communication. Oxford: Blackwell. Scarcella, R.C., & Oxford, R.L. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle. Schinnerer-Erben, J. (1981). Sequencing redefined. Practical Papers in English Language Education. No. 4. Lancaster, England: University of Lancaster. 1-29. Schmidt, R. W. (1990a). The role of consciousness in second language learning. Applied Linguistics, 11/2, 17-46. Schmidt, R. W. (1990b). The role of consciousness in second language learning. Applied Linguistics, 11/2, 129-58. Schmidt, R. W. (1993). Consciousness, learning, and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.) Interlanguage Pragmatics. Oxford: Oxford University Press. Schmidt, R.W. (1994). Deconstructing consciousness: in search of useful definitions for Applied Linguistics. AILA Review, 11, 11-26. Schmidt, R.W., Boraie, D. & Kassabgy, O. (1996). Foreign language motivation: Structure and external connections. In R.L. Oxford (Ed.). (1996b). Language Learning Motivation: Pathways to the New Century. Honolulu: University of Hawaii Press. 9-70. Schmuck, R. & Schmuck, P. (1988). Group Processes in the Classroom. 15th Edn. Dubuque, Iowa: Wm. Brown. Schön, D. (1971). Beyond the Stable State. New York: Norton. Schön, D. (1983). The Reflective Practitioner. London: Temple Smith Schön, D. (1987). Educating the Reflective Practitioner. San Fransisco: Jossey-Bass. Schön, D. (1991). The Reflective Turn: Case Studies in Educational Practice. New York: Teachers College Press Schrauger, J.S. & Osberg, T. M. (1981). The relative accuracy of self-predictions and judgements by others in psychological assessment. Psychological Bulletin, 90/2, 322-351. Schumann, J.H. (1975). affective factors and the problem of age in second language acquisition. Language Learning, 25/2, 209-235. Schumann, J.H.(1999). A neurobiological perspective on affect and methodology in second language learning. In J. Arnold (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press. 28-42' Schuster, B., Försterlung, E. & Weiner, B. (1989). Perceiving the causes of success and failure. a cross-cultural examination of attributional concepts. Journal of Cross-Cultural Psychology, 20, 191-213. Schwarzer, R. (1986). Self-related cognition in anxiety and motivation: an introduction. In R. Schwarzer (Ed.). Self-related Cognition In Anxiety And Motivation. Hillsdale, NJ: Erlbaum. 1-17. Scollon, R. (1973) A real early stage: an unzippered condensation of a dissertation on child language. University of Hawai'i Working Papers in Linguistics 5/6, 67-81. Scollon, R. & Scollon, S. (1994). The post Confucian confusion. Research Project No. 37. Department of English, City Polytechnic of Hong Kong. Scorzelli, J.F. & Reinke-Scorzelli, M. (1976). Effects of frustration on the responserate of skid row alcoholics on a performance task. Rehabilitation Counseling Bulletin, 20/2, 137-140. Scott, M.L. (1986). Student affective reactions to oral language tests. Language Testing 3, 99-118. Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28, 129-42 Scovel, T. (1994). The role of culture in second language pedagogy. System, 22/2, 205-19. Scriven, M. (1991). Evaluation Thesaurus. Fourth Edition. California: Sage Publications Inc. Searle, J. R. (1969). Speech acts: an essay in the philosophy of language. Cambridge: Cambridge University Press. Seedhouse, P. (1999). Task-based interaction. English Language Teaching Journal, 53/3, 149-156. Segal, J.W., Chipman, S.F. & Glaser, R. (Eds.). (1985). Thinking and Learning Skills. (Vol. 1). Hillsdale, NJ: Erlbaum. Seliger, H. (1977). Does practice make perfect? A study of interaction patterns and second language competence. Language Learning, 27/2, 263-278. Seliger, H.W. (1983a). Learner interaction in the classroom and its effect on language acquisition. In H.W. Seliger & M.H. Long (Eds.). Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House. 89-107. Seliger,
H.W. (1983b) The language learner as linguist: of metaphors and realities.
Applied Linguistics, 4/3, 179-191. Seliger, H. (1984). Processing universals in second language acquisition. In F. Eckman, L. Bell, & D. Nelson (Eds.). Universals of Second Language Acquisition. Rowley, MA: Newbury House. Selinker, L., Tarone, E. & Hanzeli, V. (1981). English For Academic And Technical Purposes: Studies in Honour of Louis Trimble. Rowley, MA: Newbury House. Sharan, S. & Hertz-Lazarowitz, R. (1978). Co-operation and Communication in School. Tel Aviv and Jerusalem: Schocken. Sharp, A. (1990). Staff/student participation in course evaluation: a procedure for improving course design. English Language Teaching Journal, 44/2, 132-7. Shaw, T. (1997). Foreign language syllabus development: some recent approaches. Language Teaching and Linguistics Abstracts, 10/4. Sheen, R. (1994). A critical analysis of the advocacy of the task-based syllabus. TESOL Quarterly, 28/1, 127-151. Sheerin, S. (1989). Self-Access. Oxford: Oxford University Press. Sheerin, S. (1991). Self-access. State of the art article. Language Teaching 24/3, 143-157. Sheils, J. (1988). Communication in the Modern Language Classroom. Strasbourg: Council of Europe. Sigel, I.E. (1985). A conceptual analysis of beliefs. In Sigel, I. E. (Ed.), Parental Belief Systems: the Psychological Consequences for Children. Erlbaum: Hillsdale. 345-71. Simons, H. (1979). Ethical principles in school self-evaluation. 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. 123-132. Sinclair, B. (1996). Materials design for the promotion of learner autonomy: how explicit is explicit? 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. 149-165. Sinclair, B. (1999). Survey review: recent publications on autonomy in language learning. ELT Journal, 53/4, 309-329. Sinclair, B. & Ellis, G. (1985). Learner training: preparation for learner autonomy. Paper presented at the 19th Annual TESOL Convention, New York. Sinclair, B. & Ellis, G. (1992). Survey review: learner training in EFL course books. English Language Teaching Journal 46/2, 209-225. Sinclair, J. McH. (1987). Collocation: a progress report. In R. Steel & T. Threadgold (Eds.). Language Topics: Essays in Honor of Michael Halliday. Philadelphia, PA: John Benjamins. 319-331. Sinclair, J. McH. & Renouf , J. (1988). A lexical syllabus for language learning. In R. Carter & M. McCarthy (Eds.). Vocabulary and Language Teaching. New York: Longman. 140-158. Singleton, W.T. (Ed.). (1978). The Study Of Real Skills: Vol 1: The Analysis Of Practical Skills. Lancaster: MTP Press. Skehan, P. (1986). Cluster analysis and the identification of learner types. In V. Cook (Ed.). Experimental Approaches to Second Language Acquisition. Oxford: Pergamon. Skehan, P. (1988). Language testing, part 1: state of the art article. Language Teaching, 21/4, 211-218 Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold. Skehan, P. (1992). Strategies in second language acquisition. Thames Valley University Working Papers in English Language Teaching. No. 1. Skehan, P. (1996a). A framework for the implementation of task based instruction. Applied Linguistics, 17, 38-62. Skehan, P. (1996b). Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds.). (1996). Challenge and Change in Language Teaching. Oxford: Heinemann Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press. Skehan, P. & Foster, P. (1997). The influence of planning and post-task activities on accuracy and complexity in task-based learning. Language Teaching Research 1/3. Skilbeck, M. (1984). School-based Curriculum Development. London: Harper and Row. Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan. Sloman, A. (1979). The Computer Revolution in Philosophy. Brighton, England: Harvester. Smagorinsky, P. (Ed.). (1994). Speaking about Writing: Reflections on Research Methodology. Thousand Oaks: Sage Publications. Smith. K. & Baldauf, R.B. (1982). The concurrent validity of self-rating with interviewer rating on the Australian Second Language Proficiency Scale. Educational and Psychological Measurement,42/4, 1117-1124. Smith, C. & Gemmill, G. (1991). Change in the small group: A dissipative structure perspective. Human Relations, 44/7, 697-716. Smith, P. (1980). Group Processes and Personal Change. New York: Harper & Row. Smullyan, R. (1987). Forever Undecided: a Puzzle Guide to Gödel. Oxford: Oxford University Press. Soars, J., & Soars, L. (1991). Headway. Oxford: Oxford University Press. Sparks, R.L. & Ganschow, L. (1991). Foreign language learning differences: affective or native language aptitude differences? Modern Language Journal, 75, 3-16. Sparks, R.L. & Ganschow, L. (1993a). The impact of native language learning problems on foreign language learning: case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77, 58-74. Sparks, R.L. & Ganschow, L. (1993b). Searching for the cognitive locus of foreign language learning difficulties: linking first and second language learning. Modern Language Journal, 77, 289-302. Spielberger, C.D. (1972). Anxiety as an emotional state. In C.D. Speilberger (Ed.). Anxiety: Current Trends In Theory And Research. New York: Academic Press, 23-49. Spolsky, B. (1975). Language testing – the problem of validation. In L. Palmer & B. Spolsky (Eds.). Papers on Language Testing 1967-1974. Washington, D.FC.: TESOL. 147-53. Spolsky, B. (1985). Formulating a theory of second language learning. Studies in Second Language Acquisition, 7, 269-288. Spolsky, B. (1989). Conditions for Second Language Learning. Oxford: Oxford University Press. Spolsky, B. (2000). Anniversary article: language motivation revisited. Applied Linguistics 21/2. 157-69. Stack, E.M. (1971). The Language Laboratory and Modern Language Teaching. New York: Oxford University Press. Stanchina, C. (1976). Two years of autonomy, practice and outlook. Mélanges Pédagogiques, CRAPEL, 73-82. Stanley, C. (1999). Learning to think, feel and teach reflectively. In J. Arnold (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press. 109-124. Steinberg, F.S. (1982). The relationship between anxiety and oral performance in a foreign language. Unpublished MA thesis. University of Texas. Steiner, J. (1988). Training in the skilled use of interaction strategies in the foreign language classroom and its effect on students' participation in group discussion. Unpublished MA Thesis, Tel Aviv University. Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London: Heinemann. Stern, C. & Keislar, E.R. (1977). Teacher attitudes and attitude change. Journal of Research and Development in Education. 10/2, 63-76. Stern, H.H. (1975).What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-18. Stern, H.H. (1983). Fundamental Concepts of Language Teaching, Oxford: Oxford University Press. Stevick, E.W. (1976). Memory, Meaning and Method. Rowley, M.A.: Newbury House. Stevick, E.W. (1980). Teaching Languages: a Way and Ways. Rowley, M.A.: Newbury House. Stevick, E.W. (1995). Memory, Meaning, and Method in Foreign Language Learning (2nd edition). Boston: Heinle & Heinle. Stevick, E.W. (1999). Affect in learning and memory: from alchemy to chemistry. In J. Arnold (Ed.). Affect in Language Learning. Cambridge: Cambridge University Press. 43-57. Stewart, E.D. (1981). Learning styles among gifted/talented students: instructional techniques preferences. Exceptional Children, 48, 134-138. Strevens, P. (1980). Teaching English as an International Language : from Practice to Principle. Oxford: Pergamon Press. Strong-Krause, D. (1997). How effective is self-assessment for ESL placement? Paper presented at TESOL ¡®97, Orlando, Florida, March 1997. Struck, P. (1980). Projektunterricht. Stuttgart: Kohlhammer. Stufflebeam, D.L. et. al. (1971). Educational Evaluation and Decision-making. Ithaca, Illinois: Peacock. Sturtridge, G. (1982). Individualised learning: what are the options for the classroom teacher? In M. Geddes & G. Sturtridge (Eds.). Individualisation. London: Modern English Publications. 8-14. Sullivan, M.J.L. & Conway, M. (1989). Negative affect leads to low-effort cognition: attributional processing for observed social behavior. Social Cognition, 7/4, 315-337. Sussman, R. (1989). Curiosity and exploration in children: where affect and cognition meet. In K. Field, B.J. Cohler & G. Wool (Eds.). Learning and Education: Psychoanalytic Perspectives. Madison, CT: International Universities Press. Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S.M. Gass & C.G. Madden (Eds.). Input In Second Language Acquisition. Rowley, MA: Newbury House. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.). Principle and Practice in Applied Linguistics. Oxford: Oxford University Press. Swales, J. (1984). Episodes in ESP. Hemel Hempstead, England: Prentice Hall. Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press. Swan, M. (1985a). A critical look at the communicative approach (1). English Language Teaching Journal, 39/1, 2-11. Swan, M. (1985b). A critical look at the communicative approach (2). English Language Teaching Journal, 39/2, 76-87. ¡¡ |