"T, U & V" 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

Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt, Brace and World.

Tarone, E. (1981). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15, 285-295.

Tarone, E. (1983). On the variability of interlanguage systems. Applied Linguistics, 4, 143-163.

Tarone, E. (1985). Variability in interlanguage use: a study of style-shifting in morphology and syntax. Language Learning, 35, 373-403.

Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Oxford: Oxford University Press.

Taylor, M. (1994). The pit as pendulum: Chaos, models, experiments and attractors in Poe's "A Descent into the Maelstrom”.

The Concise Oxford Dictionary. (1999). Oxford [England]: Oxford University Press.

Thomas, R. M. & Postlethwaite, N.T. (Eds.). (1983). Schooling in East Asia. Oxford: Pergamon Press.

Thrasher, R.H. (1984). Educational validity. Annual reports, International Christian University, 9, 67-84.

Tickoo, M. (Ed.), (1987). Language Syllabuses: State of the Art. Singapore: Singapore University Press/RELC.

Tillema, H.H. (1994). Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10/6, 601-615.

Time Magazine. Time Inc.

Tobias, S. (1980). Anxiety and instruction. In I.G. Sarason (Ed.) Test Anxiety: Theory, Research and Implications. Hillsdale, NJ: Erlbaum.

Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.). Self-related Cognition In Anxiety And Motivation. Hillsdale, NJ: Erlbaum. 35-54.

Tollefson, J.W. (1988). Measuring communication in ESL/EFL classes. Cross Currents 15/1, 37-46.

Tremblay, P.F. & Gardner, R.C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79/4, 505-518.

Trim, J. (1976). Some possibilities and limitations of learning autonomy. In Self-Directed Learning and Autonomy. University of Cambridge, Department of Linguistics.

Truitt, S. N. (1995). Anxiety and beliefs about language learning: a study of Korean university students learning English. Unpublished Ph.D. thesis, The University of Texas at Austin TX.

Tucker, G., Hamayan, E. & Genesee, F.H. (1976). Affective, cognitive and social factors in second language acquisition. In Canadian Modern Language Review, 32, 214-226.

Tudor, I. (1996). Learner-centredness as Language Education. Cambridge University Press: Cambridge.

Tyler, R.W. (1949/1973). Basic Principles of Curriculum and Instruction. Chicago and London: University of Chicago Press.

Underhill, N. (1989). Process in humanistic education. English Language Teaching Journal, 43/4, 250-260.

Valdes, J. (1990). The inevitability of teaching and learning culture in a foreign language course. In B. Harrison (Ed.). Culture and the Language Classroom. ELT Documents 132. London: Macmillan. Modern English Publications and the British Council. 20-30.

Van Ek, J.A. & Alexander, L.G. (1977) Waystage. Strasbourg: Council of Europe.

Van Ek, J. A. (1975). The Threshold Level in a European Unit/Credit System for Modern Language Learning by Adults. Systems Development in Adult Language Learning. Strasbourg: Council of Europe.

Van Ek, J.A. (1976). The Threshold Level for Modern Language Learning in Schools. Strasbourg: Council of Europe.

Van Ek, J.A. & Trim, J.L.M. (Eds.). (1984) Across the Threshold. Oxford: Pergamon Press.

Van Lier, L. (1988). The Classroom and the Language Learner. Ethnography and Second-Language Classroom Research. Harlow: Longman.

Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. London: Longman.

Van Patten, B. (1990).  Attending to content and form in the input: an experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.

Van Patten, B. (1994). Evaluating the role of consciousness in SLA: terms, linguistic features, and research methodology. AILA Review, 11, 27-36.

Vann, R.J. & Abraham, R. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 177-99.

Vann, R.J. & Schmidt, H.H. (1993). Using student notes to assess reading strategies. Paper presented at the 27^th Annual Convention and Exposition of Teachers of English to Speakers of Other Languages, Atlanta.

Varonis, E.M. & Gass, S.M. (1985). Non-native/non-native conversation: a model for negotiation of meaning. Applied Linguistics 6/1, 71-90.

Ventola, E. (1987). Textbook dialogues and discourse realities. In W. Lorscher & R. Schultze (Eds.). Perspectives on Language in Performance.  Tubingen: Gunter Narr. 399-411.

Verspoor, A. (1989). Pathways to Change: Improving the Quality of Education in Developing Countries. Washington DC: World Bank.

Victori, M. & W. Lockhart (1995) Enhancing metacognition in self-directed language learning. System 23/2, 223-234.

Voller, P. (1991). PANSI: a survey of ELT needs of Japanese university students. Cross Currents, 18/2, 127-141.

Voller, P. (1997) Does the teacher have a role in autonomous language learning? In P. Benson, & P. Voller. Autonomy and Independence in Language Learning. Harlow: Longman, 98-113.

Von Elek, T. (1981). Self-Assessment of Swedish as a Second Language. Göteborg: University of Göteborg. (The Language Teacing Research Centre, Work Paper No. 30).

Von Elek, T. (1985). A test of Swedish as a Second Language. In Lee, Y.P., Fok, A. C. Lord, R. & Low, G. (1985). New Directions in Language Testing. Pergamon Press. 47-57.

Vroom, V.H. (1964). Work and Motivation. New York: Wiley.

Vygotsky, L.S. (1962, 1986). Thought and Language Cambridge, Mass.: MIT Press.

Vygotsky, L.S. (1978). Mind in Society Cambridge, Mass.: MIT Press.