[1]
R. Akbari, ‘Transforming lives: introducing critical pedagogy into ELT classrooms’, ELT Journal, vol. 62, no. 3, pp. 276–283, Apr. 2007, doi: 10.1093/elt/ccn025.
[2]
S. Bax, ‘The end of CLT: a context approach to language teaching’, ELT Journal, vol. 57, no. 3, pp. 278–287, Jul. 2003, doi: 10.1093/elt/57.3.278.
[3]
S. Bax, ‘The end of CLT: a context approach to language teaching’, ELT journal, vol. 57, no. 3, pp. 278–287, 2003.
[4]
S. Bax, ‘Bringing context and methodology together’, ELT Journal, vol. 57, no. 3, pp. 295–296, Jul. 2003, doi: 10.1093/elt/57.3.295.
[5]
S. Bax, ‘Bringing context and methodology together’, ELT journal, vol. 57, no. 3, pp. 295–296, 2003.
[6]
D. M. Bell, ‘Another breakthrough, another baby thrown out with the bathwater’, ELT Journal, vol. 63, no. 3, pp. 255–262, Jul. 2009, doi: 10.1093/elt/ccp027.
[7]
S. Bialostok, ‘Metaphors for Literacy: A Cultural Model of White, Middle-Class Parents’, Linguistics and Education, vol. 13, no. 3, pp. 347–371, 2002, doi: 10.1016/S0898-5898(02)00088-8. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0898589802000888
[8]
Brown, Tony and Jones, Liz, Action research and postmodernism: congruence and critique, vol. Conducting educational research. Buckingham [England]: Open University Press, 2001.
[9]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[10]
B. Hazen, Y. Wu, C. S Sankar, and A. L. Jones-Farmer, ‘A Proposed Framework for Educational Innovation Dissemination’, Journal of educational technology systems, vol. Vol. 40, no. Issue 3, pp. 301–321, 2011 [Online]. Available: http://0-web.b.ebscohost.com.pugwash.lib.warwick.ac.uk/ehost/pdfviewer/pdfviewer?sid=b819c108-eafb-42cd-811e-76adf2324ee3%40sessionmgr115&vid=1&hid=121
[11]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[12]
Chouliaraki, Lilie and Fairclough, Norman, Discourse in late modernity: rethinking critical discourse analysis, vol. Critical discourse analysis series. Edinburgh: Edinburgh University Press, 2002.
[13]
J. M. Cots, ‘Teaching “with an attitude”: Critical Discourse Analysis in EFL teaching’, ELT Journal, vol. 60, no. 4, pp. 336–345, Oct. 2006, doi: 10.1093/elt/ccl024.
[14]
J. M. Cots, ‘Teaching “with an attitude”: Critical Discourse Analysis in EFL teaching’, ELT journal, vol. 60, no. 4, pp. 336–345, 2006.
[15]
G. Crookes, ‘The practicality and relevance of second language critical pedagogy’, Language Teaching, vol. 43, no. 03, pp. 333–348, Jul. 2010, doi: 10.1017/S0261444809990292.
[16]
M. Dasli, ‘Reviving the “moments”: from cultural awareness and cross‐cultural mediation to critical intercultural language pedagogy’, Pedagogy, Culture & Society, vol. 19, no. 1, pp. 21–39, Mar. 2011, doi: 10.1080/14681366.2011.527118.
[17]
Z. M. Derince, ‘Language learning through critical pedagogy in a "Brave New World”’, International Review of Education, vol. 57, no. 3–4, pp. 377–395, Aug. 2011, doi: 10.1007/s11159-011-9218-8.
[18]
Tomlinson, Brian, Materials development in language teaching, 2nd ed., vol. Cambridge language teaching library. Cambridge, N.Y.: Cambridge University Press, 2011 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=305509&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[19]
Tomlinson, Brian, Materials development in language teaching, vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 1998.
[20]
G. Ellis, ‘How culturally appropriate is the communicative approach?’, ELT Journal, vol. 50, no. 3, pp. 213–218, Jul. 1996, doi: 10.1093/elt/50.3.213.
[21]
G. Ellis, ‘How culturally appropriate is the communicative approach?’, ELT journal, vol. 50, no. 3, pp. 213–218, 1996.
[22]
D. Gupta, ‘CLT in India: context and methodology come together’, ELT Journal, vol. 58, no. 3, pp. 266–269, Jul. 2004, doi: 10.1093/elt/58.3.266.
[23]
D. Gupta, ‘CLT in India: context and methodology come together’, ELT journal, vol. 58, no. 3, pp. 266–269, 2004.
[24]
J. Harmer, ‘Popular culture, methods, and context’, ELT Journal, vol. 57, no. 3, pp. 288–294, Jul. 2003, doi: 10.1093/elt/57.3.288.
[25]
J. Harmer, ‘Popular culture, methods, and context’, ELT journal, vol. 57, no. 3, pp. 288–294, 2003.
[26]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[27]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[28]
Harwood, Nigel, English language teaching materials: theory and practice, vol. Cambridge language education. New York: Cambridge University Press, 2010.
[29]
G. Hu, ‘’CLT is best for China’-- an untenable absolutist claim’, ELT Journal, vol. 59, no. 1, pp. 65–68, Jan. 2005, doi: 10.1093/elt/cci009.
[30]
G. Hu, ‘“CLT is best for China”— an untenable absolutist claim’, ELT journal, vol. 59, no. 1, pp. 65–68, 2005.
[31]
J. F. Jones, ‘Self-access and culture: retreating from autonomy’, ELT Journal, vol. 49, no. 3, pp. 228–234, Jul. 1995, doi: 10.1093/elt/49.3.228.
[32]
J. F. Jones, ‘Self-access and culture: retreating from autonomy’, ELT journal, vol. 49, no. 3, pp. 228–234, 1995.
[33]
I. Lee, ‘Supporting greater autonomy in language learning’, ELT Journal, vol. 52, no. 4, pp. 282–290, Oct. 1998, doi: 10.1093/elt/52.4.282.
[34]
I. Lee, ‘Supporting greater autonomy in language learning’, ELT journal, vol. 52, no. 4, pp. 282–290, 1998.
[35]
X. Liao, ‘The need for Communicative Language Teaching in China’, ELT Journal, vol. 58, no. 3, pp. 270–273, Jul. 2004, doi: 10.1093/elt/58.3.270.
[36]
X. Liao, ‘The need for Communicative Language Teaching in China’, ELT journal, vol. 58, no. 3, pp. 270–273, 2004.
[37]
Johnson, Robert Keith, The second language curriculum, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 1989.
[38]
W. Littlewood, ‘The task-based approach: some questions and suggestions’, ELT Journal, vol. 58, no. 4, pp. 319–326, Oct. 2004, doi: 10.1093/elt/58.4.319.
[39]
W. Littlewood, ‘The task-based approach: some questions and suggestions’, ELT journal, vol. 58, no. 4, pp. 319–326, 2004.
[40]
W. Littlewood, ‘Process-oriented pedagogy: facilitation, empowerment, or control?’, ELT Journal, vol. 63, no. 3, pp. 246–254, Jul. 2009, doi: 10.1093/elt/ccn054.
[41]
C. Mallinson, A. C. Hudley, L. R. Strickling, and M. Figa, ‘A Conceptual Framework for Promoting Linguistic and Educational Change’, Language and Linguistics Compass, vol. 5, no. 7, pp. 441–453, 2011.
[42]
B. McDevitt, ‘Negotiating the syllabus: a win-win situation?’, ELT Journal, vol. 58, no. 1, pp. 3–9, Jan. 2004, doi: 10.1093/elt/58.1.3.
[43]
B. McDevitt, ‘Negotiating the syllabus: a win-win situation?’, ELT journal, vol. 58, no. 1, pp. 3–9, 2004.
[44]
J. McClure, ‘Developing language skills and learner autonomy in international postgraduates’, ELT Journal, vol. 55, no. 2, pp. 142–148, Apr. 2001, doi: 10.1093/elt/55.2.142.
[45]
J. McClure, ‘Developing language skills and learner autonomy in international postgraduates’, ELT journal, vol. 55, no. 2, pp. 142–148, 2001.
[46]
Norton, Bonny and Toohey, Kelleen, Critical pedagogies and language learning, vol. Cambridge applied linguistics. Cambridge: Cambridge University Press, 2004.
[47]
Palfreyman, David, Smith, Richard C., and Palgrave Connect (Online service), Learner autonomy across cultures: language education perspectives. New York: Palgrave Macmillan, 2003 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=42628&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[48]
Palfreyman, David and Smith, Richard C., Learner autonomy across cultures: language education perspectives. Basingstoke: Palgrave Macmillan, 2003.
[49]
M. Porto, ‘Culturally responsive L2 education: an awareness-raising proposal’, ELT Journal, vol. 64, no. 1, pp. 45–53, Jan. 2010, doi: 10.1093/elt/ccp021.
[50]
Z. Rao, ‘Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom’, System, vol. 30, no. 1, pp. 85–105, 2002, doi: 10.1016/S0346-251X(01)00050-1. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0346251X01000501
[51]
Z. Rao, ‘Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom’, System: an international journal of educational technology and applied linguistics, vol. 30, no. 1, pp. 85–105, 2002.
[52]
E. Rocha‐Schmid, ‘Participatory pedagogy for empowerment: a critical discourse analysis of teacher–parents’ interactions in a family literacy course in London’, International Journal of Lifelong Education, vol. 29, no. 3, pp. 343–358, May 2010, doi: 10.1080/02601371003700659.
[53]
S. Taki, ‘International and local curricula: The question of ideology’, Language Teaching Research, vol. 12, no. 1, pp. 127–142, Jan. 2008, doi: 10.1177/1362168807084503.
[54]
Tomlinson, Brian, English language learning materials: a critical review. London: Continuum, 2008 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781441178565
[55]
Tomlinson, Brian, English language learning materials: a critical review. London: Continuum, 2010.
[56]
B. Tomlinson and B. Dat, ‘The contributions of Vietnamese learners of English to ELT methodology’, Language Teaching Research, vol. 8, no. 2, pp. 199–222, May 2004, doi: 10.1191/1362168804lr140oa.
[57]
B. Tomlinson and B. Dat, ‘The contributions of Vietnamese learners of English to ELT methodology’, Language teaching research, vol. 8, no. 2, pp. 199–222, 2004.
[58]
Wallace, Catherine, Critical reading in language education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2003.
[59]
R. Wette, ‘Product-process distinctions in ELT curriculum theory and practice’, ELT Journal, vol. 65, no. 2, pp. 136–144, Apr. 2011, doi: 10.1093/elt/ccq022.
[60]
S. Wharton, ‘Critical text analysis: linking language and cultural studies’, ELT Journal, vol. 65, no. 3, pp. 221–229, Jul. 2011, doi: 10.1093/elt/ccq068.
[61]
G. Xuesong, ‘Strategies Used by Chinese Parents to Support English Language Learning: Voices of “Elite” University Students’, RELC Journal, vol. 37, no. 3, pp. 285–298, Dec. 2006, doi: 10.1177/0033688206071302.
[62]
G. Xuesong, ‘Strategies Used by Chinese Parents to Support English Language Learning Voices of “Elite” University Students’, RELC journal, vol. 37, no. 3, pp. 285–298, 2006.
[63]
Anderson, Wendy and Corbett, John, Exploring English with online corpora: an introduction. Basingstoke [England]: Palgrave Macmillan, 2009.
[64]
W. Anderson and J. Corbett, ‘Teaching English as a friendly language: lessons from the SCOTS corpus’, ELT Journal, vol. 64, no. 4, pp. 414–423, Oct. 2010, doi: 10.1093/elt/ccp085.
[65]
D. Boxer, ‘Problems in the presentation of speech acts in ELT materials: the case of complaints’, ELT Journal, vol. 49, no. 1, pp. 44–58, Jan. 1995, doi: 10.1093/elt/49.1.44.
[66]
D. Boxer and L. Pickering, ‘Problems in the presentation of speech acts in ELT materials: the case of complaints’, ELT journal, vol. 49, no. 1, pp. 44–58, 1995.
[67]
M. Bygate, ‘Applied Linguistics: A Pragmatic Discipline, a Generic Discipline?’, Applied Linguistics, vol. 26, no. 4, pp. 568–581, Dec. 2005, doi: 10.1093/applin/ami032.
[68]
M. Bygate, ‘Applied Linguistics: A Pragmatic Discipline, a Generic Discipline?’, Applied linguistics, vol. 26, no. 4, pp. 568–581, 2005.
[69]
R. Carter, ‘Orders of reality: CANCODE, communication, and culture’, ELT Journal, vol. 52, no. 1, pp. 43–56, Jan. 1998, doi: 10.1093/elt/52.1.43.
[70]
‘Orders of reality: CANCODE, communication, and culture’, ELT journal, vol. 52, no. 1, pp. 43–56, 1998.
[71]
Nunan, David and Carter, Ronald, The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 2001.
[72]
Y.-S. Chen and S.-W. Su, ‘A genre-based approach to teaching EFL summary writing’, ELT Journal, vol. 66, no. 2, pp. 184–192, Apr. 2012, doi: 10.1093/elt/ccr061.
[73]
Mark A. Clarke, ‘The Dysfunctions of the Theory/Practice Discourse’, TESOL Quarterly, vol. 28, no. 1, pp. 9–26, 1994 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/3587196
[74]
M. A. Clarke, ‘The Dysfunctions of the Theory/Practice Discourse’, TESOL quarterly, vol. 28, no. 1, pp. 9–26, 1994.
[75]
G. Cook, ‘The uses of reality: a reply to Ronald Carter’, ELT Journal, vol. 52, no. 1, pp. 57–63, Jan. 1998, doi: 10.1093/elt/52.1.57.
[76]
G. Cook, ‘The uses of reality: a reply to Ronald Carter’, ELT journal, vol. 52, no. 1, pp. 57–63, 1998.
[77]
J. M. Cots, ‘Teaching “with an attitude”: Critical Discourse Analysis in EFL teaching’, ELT Journal, vol. 60, no. 4, pp. 336–345, Oct. 2006, doi: 10.1093/elt/ccl024.
[78]
J. M. Cots, ‘Teaching “with an attitude”: Critical Discourse Analysis in EFL teaching’, ELT journal, vol. 60, no. 4, pp. 336–345, 2006.
[79]
Scott A. Crossley, Max M. Louwerse, Philip M. McCarthy and Danielle S. McNamara, ‘A Linguistic Analysis of Simplified and Authentic Texts’, The Modern Language Journal, vol. 91, no. 1, pp. 15–30, 2007 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/4127085
[80]
R. Ellis, ‘Second language acquisition, teacher education and language pedagogy’, Language Teaching, vol. 43, no. 02, Apr. 2010, doi: 10.1017/S0261444809990139.
[81]
L. Gavioli, ‘Enriching reality: language corpora in language pedagogy’, ELT Journal, vol. 55, no. 3, pp. 238–246, Jul. 2001, doi: 10.1093/elt/55.3.238.
[82]
L. Gavioli and G. Aston, ‘Enriching reality: language corpora in language pedagogy’, ELT journal, vol. 55, no. 3, pp. 238–246, 2001.
[83]
A. Gilmore, ‘A comparison of textbook and authentic interactions’, ELT Journal, vol. 58, no. 4, pp. 363–374, Oct. 2004, doi: 10.1093/elt/58.4.363.
[84]
A. Gilmore, ‘A comparison of textbook and authentic interactions’, ELT journal, vol. 58, no. 4, pp. 363–374, 2004.
[85]
A. Gilmore, ‘Authentic materials and authenticity in foreign language learning’, Language Teaching, vol. 40, no. 02, Apr. 2007, doi: 10.1017/S0261444807004144.
[86]
W. Guariento, ‘Text and task authenticity in the EFL classroom’, ELT Journal, vol. 55, no. 4, pp. 347–353, Oct. 2001, doi: 10.1093/elt/55.4.347.
[87]
W. Guariento and J. Morley, ‘Text and task authenticity in the EFL classroom’, ELT journal, vol. 55, no. 4, pp. 347–353, 2001.
[88]
Eli Hinkel, ‘Current Perspectives on Teaching the Four Skills’, TESOL Quarterly, vol. 40, no. 1, pp. 109–131, 2006 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/40264513
[89]
E. Hinkel, ‘Current Perspectives on Teaching the Four Skills’, TESOL quarterly, vol. 40, no. 1, pp. 109–131, 2006.
[90]
Hoey, Michael, Lexical priming: a new theory of words and language. London: Routledge/AHRB, 2005 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=15624&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[91]
Hoey, Michael, Lexical priming: a new theory of words and language. London: Routledge, 2005.
[92]
HOLMES, JANET, ‘Doubt and Certainty in ESL Textbooks’, Applied Linguistics, vol. 9, no. 1, pp. 21-44-21–44 [Online]. Available: http://0-www.jiscjournalarchives.ac.uk.pugwash.lib.warwick.ac.uk/openurl.html?ref=oup/applij/applij_9_1.pdf/21.pdf
[93]
J. HOLMES, ‘Doubt and Certainty in ESL Textbooks’, Applied linguistics, vol. 9, no. 1, pp. 51–44, 1988.
[94]
L.-S. Huang, ‘Corpus-aided language learning’, ELT Journal, vol. 65, no. 4, pp. 481–484, Oct. 2011, doi: 10.1093/elt/ccr031.
[95]
Pride, J. B. and Holmes, Janet, Sociolinguistics: selected readings, vol. Penguin Education. Harmondsworth: Penguin, 1972.
[96]
M. Koprowski, ‘Investigating the usefulness of lexical phrases in contemporary coursebooks’, ELT Journal, vol. 59, no. 4, pp. 322–332, Oct. 2005, doi: 10.1093/elt/cci061.
[97]
M. Koprowski, ‘Investigating the usefulness of lexical phrases in contemporary coursebooks’, ELT journal, vol. 59, no. 4, pp. 322–332, 2005.
[98]
W. Y. -c. Lee, ‘Authenticity revisited: text authenticity and learner authenticity’, ELT Journal, vol. 49, no. 4, pp. 323–328, Oct. 1995, doi: 10.1093/elt/49.4.323.
[99]
W. Yuk-chun Lee, ‘Authenticity revisited: text authenticity and learner authenticity’, ELT journal, vol. 49, no. 4, pp. 323–328, 1995.
[100]
G. Myskow and K. Gordon, ‘A focus on purpose: using a genre approach in an EFL writing class’, ELT Journal, vol. 64, no. 3, pp. 283–292, Jul. 2010, doi: 10.1093/elt/ccp057.
[101]
Nunan, David, The learner-centred curriculum: a study in second language teaching, vol. Cambridge applied linguistics series. Cambridge: Cambridge University Press, 1988.
[102]
Paltridge, Brian, Discourse analysis: an introduction, 2nd ed., vol. Bloomsbury discourse series. London: Blomsbury Academic, 2012.
[103]
M. Peacock, ‘The effect of authentic materials on the motivation of EFL learners’, ELT Journal, vol. 51, no. 2, pp. 144–156, Apr. 1997, doi: 10.1093/elt/51.2.144.
[104]
M. Peacock, ‘The effect of authentic materials on the motivation of EFL learners’, ELT journal, vol. 51, no. 2, pp. 144–156, 1997.
[105]
SCOTTON, CAROL MYERS; BERNSTEN, JANICE, ‘Natural Conversations as a Model for Textbook Dialogue’, Applied Linguistics, vol. 9, no. 4, pp. 372-384-372–384 [Online]. Available: http://0-www.jiscjournalarchives.ac.uk.pugwash.lib.warwick.ac.uk/openurl.html?ref=oup/applij/applij_9_4.pdf/372.pdf
[106]
SCOTTON, CAROL MYERS; BERNSTEN, JANICE, ‘Natural Conversations as a Model for Textbook Dialogue’, Applied linguistics, vol. 9, no. 4, pp. 372–384, 1988.
[107]
Seidlhofer, Barbara, Controversies in applied linguistics, vol. Oxford applied linguistics. Oxford: Oxford University Press, 2003.
[108]
Hoey, Michael, Text, discourse and corpora: theory and analysis, vol. Corpus and discourse. London: Continuum, 2007 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781441194855
[109]
Hoey, Michael, Text, discourse and corpora: theory and analysis. London: Continuum, 2007.
[110]
Tomlinson, Brian, English language learning materials: a critical review. London: Continuum, 2008 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781441178565
[111]
Tomlinson, Brian, English language learning materials: a critical review. London: Continuum, 2010.
[112]
S. Wharton, ‘Epistemological and interpersonal stance in a data description task: Findings from a discipline-specific learner corpus’, English for Specific Purposes, vol. 31, no. 4, pp. 261–270, 2012, doi: 10.1016/j.esp.2012.05.005. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0889490612000385
[113]
WILLIAMS, MARION, ‘Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?’, Applied Linguistics, vol. 9, no. 1, pp. 45-58-45–58 [Online]. Available: http://0-www.jiscjournalarchives.ac.uk.pugwash.lib.warwick.ac.uk/openurl.html?ref=oup/applij/applij_9_1.pdf/45.pdf
[114]
M. WILLIAMS, ‘Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?’, Applied linguistics, vol. 9, no. 1, pp. 45–58, 1988.
[115]
Widdowson, H. G., Defining issues in English language teaching, vol. Oxford applied linguistics. Oxford: Oxford University Press, 2003.
[116]
‘Jane Willis and Dave Willis – Willis-ELT’. [Online]. Available: http://www.willis-elt.co.uk/conferences.html
[117]
Wong, Jean, ‘“Applying” conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks.’, IRAL: International Review of Applied Linguistics in Language Teaching, vol. 40, no. 1, pp. 37–60, 2002 [Online]. Available: http://0-search.ebscohost.com.pugwash.lib.warwick.ac.uk/login.aspx?direct=true&db=ehh&AN=7047226&site=ehost-live
[118]
J. Wong, ‘“Applying” conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks.’, IRAL., vol. 40, no. 1, pp. 37–60, 2002.
[119]
Wong, Viola; Kwok, Peony; Choi, Nancy, ‘The use of authentic materials at tertiary level’, ELT Journal, vol. 49, no. 4, pp. 318-322-318–322 [Online]. Available: http://0-www.jiscjournalarchives.ac.uk.pugwash.lib.warwick.ac.uk/openurl.html?ref=oup/eltj/eltj_49_4.pdf/318.pdf
[120]
V. Wong, P. Kwok, and N. Choi, ‘The use of authentic materials at tertiary level’, ELT journal, vol. 49, no. 4, pp. 318–322, 1995.
[121]
Graves, Kathleen, Teachers as course developers, vol. Cambridge language education. Cambridge: Cambridge University Press, 1996.
[122]
M. McGroarty, ‘EDITOR’S INTRODUCTION’, Annual Review of Applied Linguistics, vol. 24, Mar. 2004, doi: 10.1017/S0267190504000182.
[123]
J. M. Bourke, ‘Designing a topic-based syllabus for young learners’, ELT Journal, vol. 60, no. 3, pp. 279–286, Jul. 2006, doi: 10.1093/elt/ccl008.
[124]
J. M. Bourke, ‘Designing a topic-based syllabus for young learners’, ELT journal, vol. 60, no. 3, pp. 279–286, 2006.
[125]
R. Ellis, ‘Designing a Task-Based Syllabus’, RELC Journal, vol. 34, no. 1, pp. 64–81, Apr. 2003, doi: 10.1177/003368820303400105.
[126]
R. Ellis, ‘Designing a task based syllabus’, RELC journal, vol. 34, no. 1, pp. 64–81, 2003.
[127]
L. Gavioli, ‘Enriching reality: language corpora in language pedagogy’, ELT Journal, vol. 55, no. 3, pp. 238–246, Jul. 2001, doi: 10.1093/elt/55.3.238.
[128]
L. Gavioli and G. Aston, ‘Enriching reality: language corpora in language pedagogy’, ELT journal, vol. 55, no. 3, pp. 238–246, 2001.
[129]
B. Johnston and S. Peterson, ‘The program matrix: A conceptual framework for language programs’, System, vol. 22, no. 1, pp. 63–80, 1994 [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/0346251X94900418
[130]
B. Johnston and S. Peterson, ‘The program matrix: A conceptual framework for language programs’, System: an international journal of educational technology and applied linguistics, vol. 22, no. 1, pp. 63–80, 1994.
[131]
Macaro, Ernesto, Teaching and learning a second language: a review of recent research. London: Continuum, 2003.
[132]
Kim McDonough and Wanpen Chaikitmongkol, ‘Teachers’ and Learners’ Reactions to a Task-Based EFL Course in Thailand’, TESOL Quarterly, vol. 41, no. 1, pp. 107–132, 2007 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/40264333
[133]
K. McDonough and W. Chaikitmongkol, ‘Teachers’ and Learners’ Reactions to a Task-Based EFL Course in Thailand’, TESOL quarterly, vol. 41, no. 1, pp. 107–132, 2007.
[134]
B. McDevitt, ‘Negotiating the syllabus: a win-win situation?’, ELT Journal, vol. 58, no. 1, pp. 3–9, Jan. 2004, doi: 10.1093/elt/58.1.3.
[135]
B. McDevitt, ‘Negotiating the syllabus: a win-win situation?’, ELT journal, vol. 58, no. 1, pp. 3–9, 2004.
[136]
McGrath, Ian, Materials evaluation and design for language teaching, vol. Edinburgh textbooks in applied linguistics. Edinburgh: Edinburgh University Press, 2002.
[137]
Nunan, David, Syllabus design, vol. Language teaching, a scheme for teacher education. Oxford: Oxford University Press, 1988.
[138]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[139]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[140]
Thomas K. Ricento and Nancy H. Hornberger, ‘Unpeeling the Onion: Language Planning and Policy and the ELT Professional’, TESOL Quarterly, vol. 30, no. 3, pp. 401–427, 1996 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/3587691
[141]
T. K. Ricento and N. H. Hornberger, ‘Unpeeling the Onion: Language Planning and Policy and the ELT Professional’, TESOL quarterly, vol. 30, no. 3, pp. 401–427, 1996.
[142]
Tomlinson, Brian, Developing materials for language teaching, Second edition. London: Bloomsbury Academic, 2013.
[143]
White, Ronald V., The ELT curriculum: design, innovation and management, vol. Applied language studies. Oxford: Basil Blackwell, 1988.
[144]
Widdowson, H. G., Aspects of language teaching, vol. Oxford English. Oxford: Oxford University Press, 1990.
[145]
Woodward, Tessa, Planning lessons and courses: designing sequences of work for the language classroom, vol. Cambridge handbooks for language teachers. Cambridge: Cambridge University Press, 2001.
[146]
R. Ellis, ‘Designing a Task-Based Syllabus’, RELC Journal, vol. 34, no. 1, pp. 64–81, Apr. 2003, doi: 10.1177/003368820303400105.
[147]
R. Ellis, ‘Designing a Task-Based Syllabus’, RELC journal, vol. 34, no. 1, pp. 64–81, 2003.
[148]
G. Forey, ‘Workplace texts: do they mean the same for teachers and business people?’, English for Specific Purposes, vol. 23, no. 4, pp. 447–469, 2004, doi: 10.1016/j.esp.2004.01.003. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0889490604000043
[149]
K. Gray, ‘Syllabus design for the general class: what happens to theory when you apply it.’, ELT journal, vol. 44, no. 4, pp. 261–271, 1990.
[150]
C. Green, ‘Integrating extensive reading in the task-based curriculum’, ELT Journal, vol. 59, no. 4, pp. 306–311, Oct. 2005, doi: 10.1093/elt/cci059.
[151]
C. Green, ‘Integrating extensive reading in the task-based curriculum.’, ELT journal, vol. 59, no. 4, pp. 306–311, 2005.
[152]
R. Hodge, K. Pitt, and D. Barton, ‘“This is not enough for one’s life”: perceptions of living and learning English in Blackburn by students seeking asylum and refugee status.’, Working Papers, vol. Working paper 4. Lancaster Literacy Research Centre, United Kingdom [Online]. Available: http://www.literacy.lancs.ac.uk/workpapers/wp04-hodge-&-pitt-this-is-not-enough.pdf
[153]
R. Holme and B. Chalauisaeng, ‘The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom’, English for Specific Purposes, vol. 25, no. 4, pp. 403–419, 2006, doi: 10.1016/j.esp.2006.01.003. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0889490606000184
[154]
Thorsten TH Huth , Carmen CT Taleghani-Nikazm, ‘How can insights from conversation analysis be directly applied to teaching L2 pragmatics?’, Language Teaching Research, vol. 10, no. 1, pp. 53–79 [Online]. Available: http://0-ejournals.ebsco.com.pugwash.lib.warwick.ac.uk/Article.asp?ContributionID=10408191
[155]
T. T. Huth and C. C. Taleghani-Nikazm, ‘How can insights from conversation analysis be directly applied to teaching L2 pragmatics?’, Language teaching research, vol. 10, no. 1, pp. 53–79, 2006.
[156]
R. Nitta, ‘Consciousness-raising and practice in ELT coursebooks’, ELT Journal, vol. 59, no. 1, pp. 3–13, Jan. 2005, doi: 10.1093/elt/cci001.
[157]
R. Nitta and S. Gardner, ‘Consciousness raising and practice in ELT coursebooks’, ELT journal, vol. 59, no. 1, pp. 3–13, 2005.
[158]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[159]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[160]
Palfreyman, David, Smith, Richard C., and Palgrave Connect (Online service), Learner autonomy across cultures: language education perspectives. New York: Palgrave Macmillan, 2003 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=42628&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[161]
Palfreyman, David and Smith, Richard C., Learner autonomy across cultures: language education perspectives. Basingstoke: Palgrave Macmillan, 2003.
[162]
P. Seedhouse, ‘Needs analysis and the general English classroom’, ELT journal, vol. 49, no. 1, pp. 59–65, 1995.
[163]
M. Swan, ‘Legislation by Hypothesis: The Case of Task-Based Instruction’, Applied Linguistics, vol. 26, no. 3, pp. 376–401, Sep. 2005, doi: 10.1093/applin/ami013.
[164]
M. Swan, ‘Legislation by hypothesis; the case of task based instruction’, Applied linguistics, vol. 26, no. 3, pp. 376–401, 2005.
[165]
Graves, Kathleen, Teachers as course developers, vol. Cambridge language education. Cambridge: Cambridge University Press, 1996.
[166]
Applied languages. Valencia: Universitat de ValeÌncia, Servei de Publicacions, 1997.
[167]
Widdowson, H. G., Defining issues in English language teaching, vol. Oxford applied linguistics. Oxford: Oxford University Press, 2003.
[168]
M. WILLIAMS, ‘Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?’, Applied Linguistics, vol. 9, no. 1, pp. 45–58, Mar. 1988, doi: 10.1093/applin/9.1.45.
[169]
M. WILLIAMS, ‘Language Taught for Meetings and Language Used in Meetings: Is there Anything in Common?’, Applied linguistics, vol. 9, no. 1, pp. 45–58, 1988.
[170]
J. Young, ‘Comment: who needs analysis?’, ELT Journal, vol. 54, no. 1, pp. 72–74, Jan. 2000, doi: 10.1093/elt/54.1.72.
[171]
J. Young, ‘Comment: Who needs analysis?’, ELT journal, vol. 54, no. 1, pp. 72–74, 2000.
[172]
S. Ahlquist, ‘“Storyline”: a task-based approach for the young learner classroom’, ELT Journal, vol. 67, no. 1, pp. 41–51, 2013, doi: 10.1093/elt/ccs052. [Online]. Available: http://0-doi.org.pugwash.lib.warwick.ac.uk/10.1093/elt/ccs052
[173]
S. Guth and F. Helm, ‘Developing multiliteracies in ELT through telecollaboration’, ELT Journal, vol. 66, no. 1, pp. 42–51, 2012, doi: 10.1093/elt/ccr027. [Online]. Available: http://0-doi.org.pugwash.lib.warwick.ac.uk/10.1093/elt/ccr027
[174]
H. Ning, ‘Adapting cooperative learning in tertiary ELT’, ELT Journal, vol. 65, no. 1, pp. 60–70, 2011, doi: 10.1093/elt/ccq021. [Online]. Available: http://0-doi.org.pugwash.lib.warwick.ac.uk/10.1093/elt/ccq021
[175]
R. Cullen, ‘Teaching grammar as a liberating force’, ELT Journal, vol. 62, no. 3, pp. 221–230, 2007, doi: 10.1093/elt/ccm042. [Online]. Available: http://0-doi.org.pugwash.lib.warwick.ac.uk/10.1093/elt/ccm042
[176]
S. Gibson, ‘Reading aloud: a useful learning tool?’, ELT Journal, vol. 62, no. 1, pp. 29–36, 2008, doi: 10.1093/elt/ccm075. [Online]. Available: http://0-doi.org.pugwash.lib.warwick.ac.uk/10.1093/elt/ccm075
[177]
Spelman Miller, Kristyan, Thompson, Paul, and British Association for Applied Linguistics, Unity and diversity in language use: selected papers from the annual meeting of the British Association for Applied Linguistics held at the University of Reading, September 2001, vol. British studies in applied linguistics. New York: Continuum, 2002 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781847141323
[178]
Spelman Miller, Kristyan, Thompson, Paul, and British Association for Applied Linguistics, Unity and diversity in language use: selected papers from the Annual Meeting of the British Association for Applied Linguistics, held at the University of Reading, September 2001, vol. British studies in applied linguistics. London: British Association for Applied Linguistics in association with Continuum, 2002.
[179]
Hoey, Michael, Scott, Mike, and Thompson, Geoff, Patterns of text: in honour of Michael Hoey. Amsterdam: John Benjamins Pub. Co, 2001 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9789027298492
[180]
Hoey, Michael, Scott, Mike, and Thompson, Geoff, Patterns of text: in honour of Michael Hoey. Amsterdam: John Benjamins Pub. Co, 2001.
[181]
S. Wharton, ‘Ways of constructing knowledge in TESOL research reports: The management of community consensus and individual innovation’, IRAL – International Review of Applied Linguistics in Language Teaching, vol. 44, no. 1, pp. 23–48, Jan. 2006, doi: 10.1515/IRAL.2006.002.
[182]
S. Wharton, ‘Ways of constructing knowledge in TESOL research reports: The management of community consensus and individual innovation.’, IRAL., vol. 44, no. 1, pp. 23–48, 2006.
[183]
S. Wharton, ‘Social identity and parallel text dynamics in the reporting of educational action research’, English for Specific Purposes, vol. 26, no. 4, pp. 485–501, 2007, doi: 10.1016/j.esp.2006.09.003. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0889490606000494
[184]
Brown, H. Douglas, Principles of language learning and teaching, 5th ed. White Plains, NY: Pearson Longman, 2007.
[185]
Mark A. Clarke, ‘The Dysfunctions of the Theory/Practice Discourse’, TESOL Quarterly, vol. 28, no. 1, pp. 9–26, 1994 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/3587196
[186]
M. A. Clarke, ‘The Dysfunctions of the Theory/Practice Discourse’, TESOL quarterly, vol. 28, no. 1, pp. 9–26, 1994.
[187]
J. Edge, ‘Research and its agenda’, TESOL matters, vol. 11, no. 1, 2000.
[188]
Ellis, Rod, Instructed second language acquisition: learning in the classroom, vol. Applied language studies. Oxford: Basil Blackwell, 1990.
[189]
Ellis, Rod, ‘Talking shop: Second language acquisition research: how does it help teachers?’, ELT Journal, vol. 47, no. 1, pp. 3-11-3–11 [Online]. Available: http://0-www.jiscjournalarchives.ac.uk.pugwash.lib.warwick.ac.uk/openurl.html?ref=oup/eltj/eltj_47_1.pdf/3.pdf
[190]
R. Ellis, ‘Talking shop: second language acquisition research: How does it help teachers?’, ELT journal, vol. 47, no. 1, pp. 3–11, 1993.
[191]
Ellis, Rod, The study of second language acquisition, 2nd ed., vol. Oxford applied linguistics. Oxford: Oxford University Press, 2008.
[192]
R. Erlam, ‘What Do You Researchers Know about Language Teaching? Bridging the Gap Between SLA Research and Language Pedagogy’, Innovation in Language Learning and Teaching, vol. 2, no. 3, pp. 253–267, Nov. 2008, doi: 10.1080/17501220802158958.
[193]
C. Green, ‘Integrating extensive reading in the task-based curriculum’, ELT Journal, vol. 59, no. 4, pp. 306–311, Oct. 2005, doi: 10.1093/elt/cci059.
[194]
C. Green, ‘Integrating extensive reading in the task-based curriculum’, ELT journal, vol. 59, no. 4, pp. 306–311, 2005.
[195]
D. Hopkins and M. Nettle, ‘Second language acquisition research: a response to Rod’, ELT journal, vol. 48, no. 2, pp. 157–161, 1994.
[196]
R. Johnstone, ‘Research on language teaching and learning: 2001’, Language Teaching, vol. 35, no. 03, Jul. 2002, doi: 10.1017/S0261444802001799.
[197]
R. Johnstone, ‘Research on language teaching and learning in 2001’, Language teaching, vol. 35, no. 3, pp. 157–181, 2002.
[198]
Lockyer Willis, Jane and Willis, Dave, Challenge and change in language teaching. Oxford: Heinemann, 1996.
[199]
P. Lightbown, ‘Anniversary article. Classroom SLA research and second language teaching’, Applied Linguistics, vol. 21, no. 4, pp. 431–462, Dec. 2000, doi: 10.1093/applin/21.4.431.
[200]
P. Lightbown, ‘Anniversary article. Classroom SLA research and second language teaching’, Applied linguistics, vol. 21, no. 4, pp. 431–462, 2000.
[201]
Ortega, Lourdes, Understanding second language acquisition, vol. Understanding language series. London: Hodder Education, 2009.
[202]
R. Nitta, ‘Consciousness-raising and practice in ELT coursebooks’, ELT Journal, vol. 59, no. 1, pp. 3–13, Jan. 2005, doi: 10.1093/elt/cci001.
[203]
R. Nitta and S. Gardner, ‘Consciousness-raising and practice in ELT coursebooks’, ELT journal, vol. 59, no. 1, pp. 3–13, 2005.
[204]
J. C. Richards, ‘Materials Development and Research--Making the Connection’, RELC Journal, vol. 37, no. 1, pp. 5–26, Apr. 2006, doi: 10.1177/0033688206063470.
[205]
J. C. Richards, ‘Materials Development and Research—Making the Connection’, RELC journal, vol. 37, no. 1, pp. 5–26, 2006.
[206]
Lockyer Willis, Jane and Willis, Dave, Challenge and change in language teaching. Oxford: Heinemann, 1996.
[207]
Spolsky, Bernard, Conditions for second language learning: introduction to a general theory. Oxford: Oxford University Press, 1989.
[208]
Stevick, Earl W., Success with foreign languages: seven who achieved it and what worked for them, vol. Language teaching methodology series. London: Prentice Hall International, 1989.
[209]
M. Swan, ‘Legislation by Hypothesis: The Case of Task-Based Instruction’, Applied Linguistics, vol. 26, no. 3, pp. 376–401, Sep. 2005, doi: 10.1093/applin/ami013.
[210]
M. Swan, ‘Legislation by hypothesis; the case of task based instruction’, Applied linguistics, vol. 26, no. 3, pp. 376–401, 2005.
[211]
L. V. Lier, ‘The Relationship Between Consciousness, Interaction and Language Learning’, Language Awareness, vol. 7, no. 2–3, pp. 128–145, Jun. 1998, doi: 10.1080/09658419808667105.
[212]
L. Van Lier, ‘The Relationship Between Consciousness, Interaction and Language Learning’, Language awareness, vol. 7, no. 2–3, pp. 128–145, 1998.
[213]
Widdowson, H. G., Defining issues in English language teaching, vol. Oxford applied linguistics. Oxford: Oxford University Press, 2003.
[214]
Lockyer Willis, Jane, A framework for task-based learning, vol. Longman handbooks for language teachers. Harlow, Essex: Longman, 1996.
[215]
Lockyer Willis, Jane and Willis, Dave, Challenge and change in language teaching. Oxford: Heinemann, 1996.
[216]
D. Atkinson, ‘L2 writing in the post-process era: Introduction’, Journal of Second Language Writing, vol. 12, no. 1, pp. 3–15, 2003, doi: 10.1016/S1060-3743(02)00123-6. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374302001236
[217]
R. Badger and G. White, ‘A process genre approach to teaching writing’, ELT Journal, vol. 54, no. 2, pp. 153–160, Apr. 2000, doi: 10.1093/elt/54.2.153.
[218]
R. Badger and G. White, ‘A process genre approach to teaching writing’, ELT journal, vol. 54, no. 1, pp. 153–160, 2000.
[219]
S. W. Beck, ‘Subjectivity and intersubjectivity in the teaching and learning of writing.’, Research in the Teaching of English, vol. 40, no. 4, pp. 413–460, 2006 [Online]. Available: http://0-www.ncte.org.pugwash.lib.warwick.ac.uk/library/NCTEFiles/Resources/Journals/RTE/0404-may06/RT0404Subjectivity.pdf
[220]
S. W. Beck, ‘Subjectivity and intersubjectivity in the teaching and learning of writing.’, Research in the teaching of English, vol. 40, no. 4, pp. 413–460, 2006.
[221]
Y.-S. Chen and S.-W. Su, ‘A genre-based approach to teaching EFL summary writing’, ELT Journal, vol. 66, no. 2, pp. 184–192, Apr. 2012, doi: 10.1093/elt/ccr061.
[222]
Y. S. Cheng, ‘A measure of second language writing anxiety: Scale development and preliminary validation’, Journal of Second Language Writing, vol. 13, no. 4, pp. 313–335, 2004, doi: 10.1016/j.jslw.2004.07.001. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374304000359
[223]
A. Cheng, ‘Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework’, English for Specific Purposes, vol. 26, no. 3, pp. 287–307, 2007, doi: 10.1016/j.esp.2006.12.002. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S0889490607000026
[224]
Grabe, William and Kaplan, Robert B., Theory and practice of writing: an applied linguistic perspective, vol. Applied linguistics and language study. London: Longman, 1996.
[225]
H. Wong Mei Ha and P. Storey, ‘Knowing and Doing in the ESL Writing Class’, Language Awareness, vol. 15, no. 4, pp. 283–300, Nov. 2006, doi: 10.2167/la365/0.
[226]
H. Wong Mei Ha and P. Storey, ‘Knowing and Doing in the ESL Writing Class’, Language awareness, vol. 15, no. 4, pp. 283–300, 2006.
[227]
Eli EH Hinkel, ‘Tense, aspect and the passive voice in L1 and L2 academic texts’, Language Teaching Research, vol. 8, no. 1, pp. 5–29 [Online]. Available: http://0-ejournals.ebsco.com.pugwash.lib.warwick.ac.uk/Article.asp?ContributionID=10407889
[228]
E. EH Hinkel, ‘Tense, aspect and the passive voice in L1 and L2 academic texts’, Language teaching research, vol. 8, no. 1, pp. 5–29, 2004.
[229]
K. Hirose, ‘Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students’, Journal of Second Language Writing, vol. 12, no. 2, pp. 181–209, 2003, doi: 10.1016/S1060-3743(03)00015-8. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374303000158
[230]
K. Hirose, ‘Pursuing the complexity of the relationship between L1 and L2 writing’, Journal of Second Language Writing, vol. 15, no. 2, pp. 142–146, 2006, doi: 10.1016/j.jslw.2006.04.002. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374306000233
[231]
Hyland, Ken, Teaching and researching writing, 2nd ed., vol. Applied linguistics in action. Harlow: Longman, 2009 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781408205150
[232]
Hyland, Ken, Teaching and researching writing, vol. Applied linguistics in action. Harlow: Longman, 2002.
[233]
K. Hyland, ‘Genre-based pedagogies: A social response to process’, Journal of Second Language Writing, vol. 12, no. 1, pp. 17–29, 2003, doi: 10.1016/S1060-3743(02)00124-8. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374302001248
[234]
C. Keck, ‘The use of paraphrase in summary writing: A comparison of L1 and L2 writers’, Journal of Second Language Writing, vol. 15, no. 4, pp. 261–278, 2006, doi: 10.1016/j.jslw.2006.09.006. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S106037430600066X
[235]
E.-Y. Kim, ‘Using translation exercises in the communicative EFL writing classroom’, ELT Journal, vol. 65, no. 2, pp. 154–160, Apr. 2011, doi: 10.1093/elt/ccq039.
[236]
Mei-Yun Ko, ‘A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan’, Language Teaching Research, vol. 17, no. 1, pp. 91–108 [Online]. Available: http://0-ejournals.ebsco.com.pugwash.lib.warwick.ac.uk/Article.asp?ContributionID=29314440
[237]
Kroll, Barbara, Exploring the dynamics of second language writing, vol. The Cambridge applied linguistics series. Cambridge, U.K.: Cambridge University Press, 2003.
[238]
H.-C. Lee, ‘The reading response e-journal: An alternative way to engage low-achieving EFL students’, Language Teaching Research, vol. 17, no. 1, pp. 111–131, Jan. 2013, doi: 10.1177/1362168812457539.
[239]
Y.-J. Lee, ‘The process-oriented ESL writing assessment: Promises and challenges’, Journal of Second Language Writing, vol. 15, no. 4, pp. 307–330, 2006, doi: 10.1016/j.jslw.2006.09.003. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374306000622
[240]
J. Macalister, ‘Today’s teaching, tomorrow’s text: exploring the teaching of reading’, ELT Journal, vol. 65, no. 2, pp. 161–169, Apr. 2011, doi: 10.1093/elt/ccq023.
[241]
T. O’Brien, ‘Writing in a foreign language: teaching and learning’, Language Teaching, vol. 37, no. 1, pp. 1–28, Jan. 2004, doi: 10.1017/S0261444804002113.
[242]
T. O’Brien, ‘Writing in a foreign language: teaching and learning’, Language teaching, vol. 37, no. 1, pp. 1–28, 2004.
[243]
Victoria Purcell-Gates, Nell K. Duke and Joseph A. Martineau, ‘Learning to Read and Write Genre-Specific Text: Roles of Authentic Experience and Explicit Teaching’, Reading Research Quarterly, vol. 42, no. 1, pp. 8–45, 2007 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/4151702
[244]
V. Purcell-Gates, N. K. Duke, and J. A. Martineau, ‘Learning to Read and Write Genre-Specific Text: Roles of Authentic Experience and Explicit Teaching’, Reading research quarterly, vol. 42, no. 1, pp. 8–45, 2007.
[245]
Z. Rao, ‘Training in brainstorming and developing writing skills’, ELT Journal, vol. 61, no. 2, pp. 100–106, Apr. 2007, doi: 10.1093/elt/ccm002.
[246]
J. Reid, ‘A computer text analysis of four cohesion devices in english discourse by native and nonnative writers’, Journal of Second Language Writing, vol. 1, no. 2, pp. 79–107, 1992, doi: 10.1016/1060-3743(92)90010-M. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/106037439290010M
[247]
J. Roca de Larios, R. Manchon, L. Murphy, and J. Marin, ‘The foreign language writer’s strategic behaviour in the allocation of time to writing processes’, Journal of Second Language Writing, vol. 17, no. 1, pp. 30–47, 2008, doi: 10.1016/j.jslw.2007.08.005. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374307000562
[248]
Schleppegrell, Mary and Colombi, Cecilia, Developing advanced literacy in first and second languages: meaning with power. Mahwah, N.J.: Lawrence Erlbaum Associates, 2002 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781410612298
[249]
Schleppegrell, Mary and Colombi, Cecilia, Developing advanced literacy in first and second languages: meaning with power. Mahwah, N.J.: Lawrence Erlbaum Associates, 2002.
[250]
Tony Silva, ‘Toward an Understanding of the Distinct Nature of L2 Writing: The ESL Research and Its Implications’, TESOL Quarterly, vol. 27, no. 4, pp. 657–677, 1993 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/3587400
[251]
T. Silva, ‘Toward an Understanding of the Distinct Nature of L2 Writing: The ESL Research and Its Implications’, TESOL quarterly, vol. 27, no. 4, pp. 657–677, 1993.
[252]
T. Silva and C. Brice, ‘Research in Teaching Writing’, Annual Review of Applied Linguistics, vol. 24, Mar. 2004, doi: 10.1017/S0267190504000042.
[253]
T. Silva and C. Brice, ‘Research in Teaching Writing’, Annual review of applied linguistics, vol. 24, pp. 70–106, 2004.
[254]
B. P.C So, ‘From analysis to pedagogic applications: using newspaper genres to write school genres’, Journal of English for Academic Purposes, vol. 4, no. 1, pp. 67–82, 2005, doi: 10.1016/j.jeap.2004.02.004. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1475158504000062
[255]
P. Stapleton and P. Radia, ‘Tech-era L2 writing: towards a new kind of process’, ELT Journal, vol. 64, no. 2, pp. 175–183, Apr. 2010, doi: 10.1093/elt/ccp038.
[256]
M. Stevenson, R. Schooner, and K. de Glopper, ‘Revising in two languages: A multi-dimensional comparison of online writing revisions in L1 and FL’, Journal of Second Language Writing, vol. 15, no. 3, pp. 201–233, 2006, doi: 10.1016/j.jslw.2006.06.002. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374306000397
[257]
K. E. Tan and J. Miller, ‘Writing in English in Malaysian High Schools: The Discourse of Examinations’, Language and Education, vol. 21, no. 2, pp. 124–140, Mar. 2007, doi: 10.2167/le663.0.
[258]
K. Eng Tan and J. Miller, ‘Writing in English in Malaysian High Schools: The Discourse of Examinations’, Language and education, vol. 21, no. 2, pp. 124–140, 2007.
[259]
W. Wang and Q. Wen, ‘L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers’, Journal of Second Language Writing, vol. 11, no. 3, pp. 225–246, 2002, doi: 10.1016/S1060-3743(02)00084-X. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S106037430200084X
[260]
J.-J. Weber, ‘A concordance- and genre-informed approach to ESP essay writing’, ELT Journal, vol. 55, no. 1, pp. 14–20, Jan. 2001, doi: 10.1093/elt/55.1.14.
[261]
L. Wong Fillmore and C. E. Snow, ‘What Teachers Need to Know About Language’. Clearinghouse on Languages and Linguistics, United States [Online]. Available: http://people.ucsc.edu/~ktellez/wong-fill-snow.html
[262]
J.-J. Weber, ‘A concordance- and genre-informed approach to ESP essay writing’, ELT journal, vol. 55, no. 1, pp. 14–20, 2001.
[263]
Y. Yi, ‘Engaging literacy: A biliterate student’s composing practices beyond school’, Journal of Second Language Writing, vol. 16, no. 1, pp. 23–39, 2007, doi: 10.1016/j.jslw.2007.03.001. [Online]. Available: http://0-www.sciencedirect.com.pugwash.lib.warwick.ac.uk/science/article/pii/S1060374307000185
[264]
C. Besio and A. Pronzini, ‘Inside Organizations and Out. Methodological Tenets for Empirical Research Inspired by Systems Theory’, Urban education, vol. 46, no. 1, pp. 18–41, 2011 [Online]. Available: http://0-online.sagepub.com.pugwash.lib.warwick.ac.uk/0042-0859
[265]
S. Brown, ‘Managing change in universities: a Sisyphean task?’, Quality in Higher Education, vol. 18, no. 1, pp. 139–146, Apr. 2012, doi: 10.1080/13538322.2012.663547.
[266]
A. Burns, ‘ESL Curriculum Development in Australia: Recent Trends and Debates’, RELC Journal, vol. 34, no. 3, pp. 261–283, Dec. 2003, doi: 10.1177/003368820303400302.
[267]
A. Burns, ‘ESL Curriculum Development in Australia: Recent Trends and Debates’, RELC journal, vol. 34, no. 3, pp. 261–283, 2003.
[268]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[269]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[270]
D. Carless, ‘Innovation in language teaching and learning’, in The encyclopedia of applied linguistics, Chichester, West Sussex, UK: Wiley-Blackwell, 2013 [Online]. Available: http://0-onlinelibrary.wiley.com.pugwash.lib.warwick.ac.uk/book/10.1002/9781405198431
[271]
Clarke, Mark A., A place to stand: essays for educators in troubled times, vol. Surviving innovation. Ann Arbor: University of Michigan Press, 2003.
[272]
Clarke, Mark A., Common ground, contested territory: examining roles of English language teachers in troubled times, vol. Surviving innovation. Ann Arbor: University of Michigan Press, 2007.
[273]
R. W. Cooksey, ‘Yours, Mine or Ours: What Counts as Innovation?’, The Journal of Agricultural Education and Extension, vol. 17, no. 3, pp. 283–295, Jun. 2011, doi: 10.1080/1389224X.2011.559083.
[274]
K. Dechant and L. Dechant, ‘Using systems theory to conceptualize the implementation of undergraduate online education in a university setting’, Organization Management Journal, vol. 7, no. 4, pp. 291–300, Dec. 2010, doi: 10.1057/omj.2010.38.
[275]
J. B. Ellsworth, Syracuse University, and Educational Research Information Center (U.S.), Surviving change: a survey of educational change models. Syracuse, N.Y.: Clearinghouse on Information & Technology, Syracuse University, 2000.
[276]
Xu Fang and Mark Warschauer, ‘Technology and Curricular Reform in China: A Case Study’, TESOL Quarterly, vol. 38, no. 2, pp. 301–323, 2004 [Online]. Available: http://0-www.jstor.org.pugwash.lib.warwick.ac.uk/stable/3588382
[277]
X. Fang and M. Warschauer, ‘Technology and Curricular Reform in China: A Case Study’, TESOL quarterly, vol. 38, no. 2, pp. 301–323, 2004.
[278]
Fullan, Michael, The new meaning of educational change, 4th ed. New York: Teachers College Press, 2007.
[279]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[280]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[281]
Lockyer Willis, Jane and Willis, Dave, Challenge and change in language teaching. Oxford: Heinemann, 1996.
[282]
B. Lin, ‘English in Singapore: an Insider’s Perspective of Syllabus Renewal Through a Genre-Based Approach’, RELC Journal, vol. 34, no. 2, pp. 223–246, Aug. 2003, doi: 10.1177/003368820303400206.
[283]
B. Lin, ‘English in Singapore: an Insider’s Perspective of Syllabus Renewal Through a Genre-Based Approach’, RELC journal, vol. 34, no. 2, pp. 223–246, 2003.
[284]
Markee, Numa, Managing curricular innovation, vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 1997.
[285]
Hall, David R. and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge in association with Macquarie University and The Open University, 2001 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=536280&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[286]
Hall, David and Hewings, Ann, Innovation in English language teaching: a reader, vol. Teaching English language worldwide. London: Routledge, 2001.
[287]
Murray, Denise E., Planning change, changing plans: innovations in second language teaching. Ann Arbor: University of Michigan Press, 2008.
[288]
Lockyer Willis, Jane and Willis, Dave, Challenge and change in language teaching. Oxford: Heinemann, 1996.
[289]
Edge, Julian, Action research, vol. Case studies in TESOL practice series. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2001.
[290]
Rogers, Everett M., Diffusion of innovations, 5th ed. New York: Free Press, 2003.
[291]
C. Tribble and British Council, Managing change in English language teaching: lessons from experience. London: British Council, 2012.
[292]
Long, Michael H. and Doughty, Catherine, The handbook of language teaching, vol. Blackwell handbooks in linguistics. Chichester, U.K.: Wiley-Blackwell, 2009.
[293]
A. Waters and Ma. L. C. Vilches, ‘Factors Affecting ELT Reforms: The Case of the Philippines Basic Education Curriculum’, RELC Journal, vol. 39, no. 1, pp. 5–24, Apr. 2008, doi: 10.1177/0033688208091138.
[294]
A. Waters, ‘Managing innovation in English language education’, Language Teaching, vol. 42, no. 04, Oct. 2009, doi: 10.1017/S026144480999005X.
[295]
Wedell, Martin, Planning for educational change: putting people and their contexts first. London: Continuum, 2009 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781441192707
[296]
Wedell, Martin, Planning for educational change: putting people and their contexts first. London: Continuum, 2009.
[297]
H. Basturkmen, ‘Refining procedures: A needs analysis project at Kuwait University’, English Teaching Forum, vol. 36, no. 4, 1998.
[298]
Basturkmen, Helen, Ideas and options in English for specific purposes, vol. ESL&applied linguistics professional series. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers, 2006 [Online]. Available: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://idp.warwick.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/abstract/9781410617040
[299]
Basturkmen, Helen, Ideas and options in English for specific purposes, vol. ESL&applied linguistics professional series. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers, 2006.
[300]
Basturkmen, Helen, Developing courses in English for specific purposes, vol. ESL&applied linguistics professional series. Houndmills, England: Palgrave Macmillan, 2010.
[301]
D. D. Belcher, ‘Trends in Teaching English for Specific Purposes’, Annual Review of Applied Linguistics, vol. 24, Mar. 2004, doi: 10.1017/S026719050400008X.
[302]
D. D. Belcher, ‘Trends in Teaching English for Specific Purposes’, Annual review of applied linguistics, vol. 24, pp. 165–186, 2004.
[303]
Belcher, Diane Dewhurst, English for specific purposes in theory and practice. Ann Arbor: University of Michigan Press, 2009.
[304]
Belcher, Diane Dewhurst, Johns, Ann M., and Paltridge, Brian, New directions in English for specific purposes research. Ann Arbor, MI: University of Michigan Press, 2011.
[305]
Benesch, Sarah, Critical English for academic purposes: theory, politics, and practice. Mahwah, N.J.: Lawrence Erlbaum Associates, 2001.
[306]
Bhatia, V. K., Analysing genre: language use in professional settings, vol. Applied linguistics and language study. London: Longman, 1993.
[307]
Douglas, Dan, Assessing language for specific purposes, vol. The Cambridge language assessment series. Cambridge: Cambridge University Press, 2000.
[308]
Nunan, David and Carter, Ronald, The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press, 2001.
[309]
Dudley-Evans, Tony and St. John, Maggie-Jo, Developments in ESP: a multi-disciplinary approach, vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 1998.
[310]
Flowerdew, John, Academic listening: research perspectives, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 1994.
[311]
Flowerdew, John and Peacock, Matthew, Research perspectives on English for academic purposes, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 2001.
[312]
Harding, Keith, English for specific purposes, vol. Resource books for teachers. Oxford: Oxford University Press, 2007.
[313]
Hewings, Martin, Nickerson, Catherine, and British Council, Business English: research into practice, vol. English language teaching review. Harlow: Longman (in association with the British Council), 1999.
[314]
Hutchinson, Tom and Waters, Alan, English for specific purposes: a learning-centred approach, vol. New directions in language teaching. Cambridge: Cambridge University Press, 1987.
[315]
Hyland, Ken, Disciplinary discourses: social interactions in academic writing, Michigan classics ed. Ann Arbor: University of Michigan Press, 2004 [Online]. Available: http://lib.myilibrary.com/browse/open.asp?id=478779&entityid=https://idp.warwick.ac.uk/idp/shibboleth
[316]
Hyland, Ken, Disciplinary discourses: social interactions in academic writing, vol. Applied linguistics and language study. Harlow: Longman, 2000.
[317]
Master, Peter Antony and Brinton, Donna, New ways in English for specific purposes, vol. New ways in TESOL series II. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc, 1998.
[318]
Peter Antony Master, Responses to ESP: English for Specific Purposes. San José State University, 1998 [Online]. Available: http://books.google.co.uk/books?id=a6DQGwAACAAJ&dq=Responses to ESP&hl=en&sa=X&ei=44OhU6nGJeew7AaizIC4CA&ved=0CCEQ6AEwAA
[319]
Hinkel, Eli, Handbook of research in second language teaching and learning. Mahwah, N.J.: Lawrence Erlbaum Associates, 2005.
[320]
Swales, John, Episodes in ESP: a source and reference book on the development of English for science and technology, vol. Language teaching methodology series. Oxford: Pergamon.
[321]
Swales, John M., Genre analysis: English in academic and research settings, vol. The Cambridge applied linguistics series. Cambridge: Cambridge University Press, 1990.
